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HANDBOOK 

OF  THE 


Southern  Illinois 


State  Normal 
University 


CARBONDALE 


PUBLISHED  BY  THE  UNIVERSITY 


if 


1893 


Trustees 


C.  W.  Bliss,  Hillsboro,  President 
J,  W.  Terry,  Edwardsville 

E.  C.  Baughman,  Olney 

W.  R.  Ward,  Benton,  Secretary 

S.  W.  Dunaway,  Carbondal 


PANTAGRAPH  PRINTING  ANQ  STATIONERY  CO  , PRINTERS 
BLOOMINGTON,  ILLINOIS. 


FACULTY 


JOHN  HULL,  M.A.,  REGENT, 

Mental  Science  and  Pedagogy. 

DANIEL  BALDWIN  PARKINSON,  M.A.,  REGISTRAR, 

Physics , Chemistry , Astronomy , rmd  Geology. 

MARTHA  BUCK, 

English  Grammar. 

GEORGE  HAZEN  FRENCH,  M.A.,  Curator, 

Natural  History  and  Physiology . 

ESTHER  CALDWELL  FINLEY,  M.A., 

History  and  Civil  Government. 

SAMUEL  MARTIN  INGLIS,  M.A., 

Reading , Elocution , Rhetoric , English  Literature,  and  Vocal  Music. 

INEZ  ISABEL  GREEN, 

Geography. 

MATILDA  FINLEY  SALTER, 

Drawing. 

GEORGE  VICTOR  BUCHANAN, 

Geometry  and  Algebra. 

ANN  CATHARINE  ANDERSON,  Training  Teacher, 

Principal  of  Primary  School. 

MARY  ANN  ROBARTS, 

Penmanship , Bookkeeping , Assistant  in  Reading  and  Physical 
Training. 

GEORGE  WASHINGTON  SMITH,  Training  Teacher, 

Principal  of  Grammar  and  High  Schools. 

CLARA  BARNES  WAY,  M.A  , 

Latin  and  Greek. 

WILLIAM  HERBERT  HALL, 

Arithmetic. 

WILLIAM  FRANCIS  ROCHELEAU, 

Associate  in  Mental  Science  and  Pedagogy. 

JOHN  MARTIN  PIERCE,  M.A., 

German , and  Physical  Training. 

MINN  E JANE  FRYAR, 

Librarian. 


Introductory  Note. 


This  Handbook  is  a part  of  the  Exhibit  of  the  Southern 
Illinois  State  Normal  University  at  the  World’s  Columbian  Expo- 
sition, Chicago,  1893. 

The  preparation  of  the  Exhibit  began  with  the  spring  term  of 
1892,  and  ended  with  the  winter  term  of  1893.  Except  as  indi- 
cated the  work  displayed  was  done  by  students  of  the  school.  In 
the  Training  Department  the  children’s  work  was  done  under  the 
management  of  practice  teachers. 

Visitors  are  invited  to  examine  the  bound  volumes  of  manu- 
scripts, and  the  manuscripts  and  drawings  on  the  charts  in  the 
cases. 


May,  1893. 


John  Hull,  Regent. 


HISTORY. 


/£NN  ACT  of  the  General  Assembly  of  the  State  of  Illinois, 
lY  approved  April  20, 1869,  gave  birth  to  this  Normal  School. 

By  this  act  it  was  provided  that  five  trustees  should  be 
J appointed  by  the  Governor  of  the  State,  who  should 
fix  the  location,  erect  the  building,  and  employ  teachers 
for  the  school.  The  trustees  located  the  school  in  the  town  of 
Carbondale,  on  a lot  of  twenty  acres,  three-fourths  of  a mile 
south  of  the  station  of  the  Illinois  Central  railroad.  The 
corner-stone  was  laid  on  the  17th  day  of  May,  1870.  The 
building  was  finished  in  time  to  be  dedicated  July  1,  1874; 
the  first  faculty  commenced  the  work  of  instruction  in  the 
new  building  July  2,  1874,  at  which  time  a Normal  Institute 
of  four  weeks  was  opened  with  fifty-three  pupils  attending. 

On  the  6th  day  of  September,  1874,  the  regular  work  of 
the  Normal  University  commenced. 

On  the  afternoon  of  November  26,  1883,  at  three  o’clock, 
this  beautiful  building  was  discovered  to  be  on  fire;  and  before 
five  o’clock  p.  m.,  despite  the  efforts  of  faculty,  students, 
and  citizens  of  Carbondale,  the  entire  building  was  in  ruins. 
By  the  heroic  labors  of  students,  teachers,  and  citizens,  the 
large  library  was  saved,  and  most  of  the  furniture;  also  the 
philosophical  and  chemical  apparatus. 

The  citizens  kindly  offered  the  use  of  rooms  in  some  of 
the  business  blocks,  which  the  trustees  accepted,  and  the 
school  went  on  with  the  regular  recitation  work,  with  an 
actual  loss  of  less  than  two  days.  In  the  meantime  a plan 
was  proposed  for  a temporary  school  building,  and  in  less  than 
sixty  days  a building  was  completed  containing  fourteen 
rooms,  and  the  Normal  School  began  its  wonted  duties  in  this, 
its  temporary  home. 

The  General  Assembly,  by  an  act  approved  June  27,  1885, 
appropriated  $152,065  to  replace  the  first  building,  then  lying 
in  ruins. 

The  present  building  is  a magnificent  structure,  in  many 
respects  superior  to  the  one  destroyed  by  fire.  It  was  dedi- 
cated Thursday,  February  24,  1887,  and  occupied  by  the 
school  on  the  following  Monday. 

In  June,  1892,  Dr.  Robert  Allyn,  for  eighteen  years  prin- 
cipal,, resigned,  and  the  duties  of  head-master  were  assigned  to 
the  present  regent,  who  for  seventeen  years  had  been  a mem- 
ber of  the  faculty  of  the  school. 


6 


Southern  Illinois 


aims. 


The  State  has  found  that  its  public  school  system  is  in- 
efficient and  incomplete  without  State  Normal  Schools.  If 
the  State  undertakes  to  have  its  citizens  educated,  its  honor 
is  staked  upon  having  them  well  educated.  This  end  can  be 
attained  best  by  teachers  who  have  been  trained  thoroughly 
in  the  common  branches,  who  are  inspired  with  ' an 
ideal  such  as  only  higher  studies  can  give,  and  who  are  ambi- 
tious to  realize  that  ideal  in  the  public  schools.  This  State 
Normal  School  is  supported  by  the  people,  for  the  people;  its 
course  of  study  dips  down  to  reach  the  public  schools,  so  that 
a boy  or  girl  from  the  district  school  may  begin  here  to  be 
fitted  to  teach;  the  same  course,  if  completed  to  graduation, 
fits  the  young  man  or  woman,  not  merely  to  pass  an  examina- 
tion, but  to  be  a power  in  the  public  school  and  to  improve 
self  and  the  school  year  by  year. 

The  communities  throughout  the  State  are  furnished  by 
nature  with  the  material  support  of  education;  but  the  train- 
ing and  culture  which  teachers  must  have  if  they  are  to 
elevate  the  schools,  can  be  provided  only  by  the  collective 
wealth  and  wisdom  of  the  State. 


GENERAL  INFORMATION. 


DEPARTMENTS. 

The  object  of  the  University  is  to  do  a part  of  the  work  of 
education  undertaken  by  the  State.  This  is  provided  for  in 
the  Courses  of  Study  following,  under  three  general  heads; 
viz. — A Normal  Department,  consisting  of  the  Normal  School, 
including  the  Training  work,  and  the  Graduate  work;  a High 
School  Department;  and  a Preparatory  Department,  consist- 
ing of  a Grammar  and  a Primary  School. 

The  Normal  Department  is  to  give  thorough  instruction 
in  the  elementary  and  higher  portions  of  the  school  course  of 
study,  and,  indeed,  to  fit  the  student  by  knowledge  and  disci- 


State  Normal  University. 


7 


pline  for  the  practical  duties  of  a teacher.  It  aims  to  give,  iu 
addition  to  instruction,  opportunities  of  observation  and  trial; 
so  that  one  passing  through  the  course  shall  not  be  a novice  in 
his  calling  when  he  enters  the  school  room.  With  this  idea 
in  mind,  every  branch  prescribed  to  be  taught  in  the  common 
and  high  schools  of  our  State  is  carefully  studied.  Accuracy 
and  complete  thoroughness  are  points  held  in  mind  in  every 
recitation,  and  drills  upon  the  elements  are  made  a specialty. 
Great  attention  is  therefore  bestowed  upon  the  earlier  parts 
of  the  course,  such  as  spelling  and  pronunciation,  reading  and 
defining,  drawing,  writing,  vocal  music,  and  physical  training. 
The  body  needs  culture  and  systematic  activity  quite  as  much 
as  the  soul,  and  we  begin  with  making  it  the  servant  of  the 
mind,  and  habituating;  it  to  an  unhesitating  obedience. 

The  methods  of  our  teaching  are  distinctively  Normal. 
What  the  student  is  required  to  learn,  and  the  method  of  pre- 
senting it,  are  both  designed  to  give  him  who  intends  to  be- 
come a teacher  the  philosophy  of  learning  and  remembering, 
and  the  philosophic  manner  of  imparting  knowledge  and  se- 
curing discipline. 

The  Training  icork  is  designed  to  fit  students  of  this  in- 
stitution to  become  practical  teachers.  It  comprises  (1)  a 
study  of  psychology,  ethics,  pedagogy,  school  law,  and  prac- 
tical ethics;  (2)  attendance  of  practice-teachers  upon  weekly 
meetings  held  for  a study  of  methods  of  instruction  and  man- 
agement of  pupils  and  classes;  (3)  actual  teaching  in  the 
Preparatory  schools,  under  thie  constant  supervision  of  the 
Training  and  other  teachers  of  the  Normal  School. 

Our  Graduate  work  offers  to  graduates  of  State  Normal 
Schools  a more  extended  line  of  professional  study  and  read- 
ing. 

The  High  School  is  meant  to  serve  those  who  wish  to  pur- 
sue their  studies  beyond  the  Grammar  School  Course  but  do 
not  wish  to  take  up  the  distinctively  Normal  work.  It  gives 
a full  preparatory  course  for  admission  to  college,  and  for  en- 
trance upon  business  or  the  studies  for  professional  life. 

The  Grammar  School  is  designed  to  give  complete  in- 
struction in  the  common  branches  of  an  English  education, 
and  to  supplement  the  acquirements  of  young  persons  who 
come  to  us  from  the  public  schools  with  a training  too  imper- 
fect to  be  admitted  to  the  Normal  School.  Time,  four  years. 

The  Primary  School  covers  the  first  four  years  of  school 
life.  Here  the  pupils  are  fitted  for  the  Grammar  School. 


8 


Southern  Illinois 


The  design  of  the  Preparatory  Schools  is  to  be  an  example 
of  what  schools  below  the  high  schools  should  be,  and  to  af- 
ford to  those  preparing  themselves  to  teach,  a place  where 
they  may  observe  the  best  methods  in  operation,  and  where, 
at  suitable  times,  they  may  practice  the  calling  of  a teacher 
under  the  supervision  of  those  thoroughly  experienced.  It  is 
understood  that  the  several  professors  in  their  special  depart- 
ments will  have  immediate  supervision  of  the  work  of  teaching 
in  these  schools;  and  we  ask  particular  attention  to  this  feature 
of  our  business,  and  invite  the  county  superintendents’  notice 
to  it  as  a branch  of  work  which  may  be  made  of  great  value 
to  those  who  are  preparing  themselves  for  the  exercise  of  the 
teacher’s  vocation  within  their  respective  counties. 


COURSES  OF  STUDY. 

The  Courses  of  Stitdy , we  repeat,  have  been  arranged  with 
two  purposes  in  view — (1)  to  give  a strictly  Normal  course  of 
training  to  fit  teachers  for  public  schools,  and  (2)  to  give  ex- 
ample of  methods  of  teaching.  They  therefore  go  over  the 
whole  curriculum  of  school  studies,  and  give  special  attention 
to  those  branches  which  require  the  use  of  the  observing  and 
perceptive  faculties,  without  neglecting  those  which  demand 
the  use  of  the  imagination  and  reason.  Practical  attention  is 
devoted  to  physics,  chemistry,  natural  history,  geography, 
number,  and  language;  the  student  is  not  only  taught  to 
know,  but  to  do  the  work  of  the  branches  which  he  pursues. 
He  is  also  required  to  give  instruction  in  all  that  he  learns,  so 
that  when  he  begins  his  life  work  he  may  not  be  wholly  inex- 
perienced. 

These  Cours.es  are  arranged  in  the  order  which  ages  have 
found  most  profitable  and  philosophical;  all  experience  has 
shown  that  the  first  qualifications  of  a teacher  are  knowledge 
and  personal  self-discipline.  The  study  of  methods  or  practice 
will  go  for  little  until  the  scientific  education  has  been  ob- 
tained. The  earlier  studies  are  elementary,  and  the  later  ones 
calculated  for  stimulating  thought  when  it  is  growing  to  ma- 
turity and  needs  discipline  in  proper  directions. 

The  entire  course  of  study  is  embodied  in  the  accompany- 
ing schedules  and  tables  of  studies.  There  is  a natural  order 
of  succession  of  studies;  and  long  experience  has  shown  that 
this  cannot  be  inverted  without  harm. 


Normal  Y\a\\. 


Regent’s  Office. 


State  Normal  University. 
GRADUATE  COURSE. 


9 


Graduates  of  this  or  other  State  Normal  Schools  may  have 
special  work  in  any  of  the  branches  named  in  our  Courses  of 
study,  and  by  this  means  make  themselves  more  familar  with 
such  subjects. 


DIPLOMAS. 

Diplomas  are  granted  to  those  who  complete  one  of  our 
Courses  of  Study. 


PHYSICAL  TRAINING. 

Physical  Training  is  compulsory  upon  all  students,  unless 
excused  by  the  certificate  of  a physican;  and  if  so  excused, 
the  student  is  expected  to  be  present  at  the  drills  in  the  exer- 
cises for  such  time  as  the  teacher  of  this  department  shall  re- 
quire. Complete  courses  are  marked  out,  and  students  are 
expected  to  follow  them,  as  in  other  branches. 


CONDITIONS  OF  ADMISSION. 

To  be  admitted  to  the  Normal  Department  of  the  Univer- 
sity, students  must  have  completed  their  sixteenth  year,  and 
must  be  able  to  pass  an  examination  equivalent  to  the  require- 
ments for  a second-grade  certificate.  Persons  sixteen  years 
old  and  over,  unable  to  pass  this  examination,  may  be  admitted 
to  the  Preparatory  Department,  but  in  no  case  for  a longer 
period  than  six  months,  except  on  payment  of  tuition.  Ad- 
mission without  examination  is  granted  to  those  who  present 
an  appointment  by  County  Superintendent,  a first-grade  cer- 
tificate, or  a diploma  from  a reputable  high  school. 

Applicants  for  admission  must  present  evidence  of  good 
moral  character;  and  to  secure  free  tuition  they  must  pledge 
themselves  to  teach  in  the  public  schools  of  the  State  for  a 
time  not  less  than  that  covered  by  their  attendance  on  the 
school,  the  pledge  to  be  void,  however,  if  engagement  to  teach 
cannot  be  secured  by  reasonable  effort. 


10 


Southern  Illinois 


DISCIPLINE. 

Progress  in  all  government  has  been  towards  self-govern- 
ment; this  is  by  self-activity,  not  by  repression  from  others. 
Poor  teaching  requires  much  discipline. 

In  a Normal  School,  discipline  is  at  a minimum  because 
the  students  are  there  for  a purpose  they  appreciate. 


FACILITIES  FOR  ILLUSTRATION. 

MUSEUM  AND  CABINETS. 

In  the  first  story  a large  room  is  set  apart  as  the  Museum, 
and  it  is  supplied  with  elegant  center  and  wall  cases  of  best 
design  and  finish,  for  display  of  specimens. 

The  cabinets  of  minerals  and  rocks  are  large,  varied,  and 
amply  sufficient  for  the  practical  work  of  the  student.  He 
will  find  the  zoological  and  botanical  cabinets,  comprising 
thousands  of  specimens  from  land  and  sea,  an  invaluable  aid 
in  his  studies  in  natural  history. 

More  than  four  thousand  specimens  have  been  collected 
and  arranged  in  the  Museum. 

APPARATUS. 

The  University  possesses  a very  complete  set  of  physical 
and  chemical  apparatus  which  is  annually  increased  by  appro- 
priations of  the  General  Assembly. 

The  equipment  includes,  among  other  pieces  of  value, 
a Toepler-Holtz  electrical  machine,  one  of  Ritchie  & Son’s 
best  air-pumps  with  the  necessary  accessory  attachments,  a 
compound  microscope  of  high  power,  a thermo-electric  pile  and 
galvanometer,  Crooke’s  and  G-eissler  tubes,  an  electrical  ro- 
tator, a Ruhmkoffs  induction  coil,  and  a college  stereopticon 
with  views  of  scientific  subjects. 

The  Chemical  Department  has  an  excellent  laboratory 
supplied  with  water,  gas,  a full  set  of  reagents,  and  apparatus. 

The  Mathematical  Department  has  a surveyor’s  transit 
and  compass,  which  the  classes  in  trigonometry  and  surveying 
are  required  to  use  constantly. 

The  Astronomical  Department  has  lately  purchased  one 
of  Clark  & Son’s  superior  telescopes  direct  from  their  factory, 


State  Normal  University. 


11 


costing  $450. 00.  The  instrument  has  a five-inch  object  glass, 
and  eye-pieces  varying  in  power  from  50  to  360  diameters. 
It  has  both  the  declination  and  equatorial  movement. 


LIBRARY  AND  WORKS  OF  REFERENCE. 

The  University  has  a complete  set  of  books  of  reference, — 
cyclopedias,  biographical  and  pronouncing  dictionaries,  gaz- 
etteers, atlases,  etc.,  which  are  placed  in  the  study  hall,  or  in 
the  several  recitation  rooms,  so  that  the  students  may  consult 
them  at  any  time. 

The  Library  proper  occupies  a spacious  room;  it  is  well 
furnished,  and,  in  connection  with  the  Reading  Room,  is  open 
all  of  each  school  day  and  from  nine  to  twelve  on  Saturdays. 
The  Library  contains  now  over  11,000  volumes,  and  includes 
a professional  library  for  teachers. 


LITERARY  SOCIETIES. 

The  students  have  organized  two  literary  societies  for 
the  purpose  of  mutual  improvement.  They  are  the  Zetetic 
Society  and  the  Socratic  Society.  They  meet  every  Friday 
evening.  These  afford  one  of  the  best  means  of  culture,  disci- 
pline, and  instruction  in  the  practical  conduct  of  business. 
They  have  elegant  rooms,  admirably  fitted  and  furnished. 
They  represent  the  energy  of  the  students,  and  show  their  de- 
votion to  the  practical  preparation  for  the  public  duties  of  life. 


CHRISTIAN  ASSOCIATIONS. 

The  Young  Men’s  Christian  Association  and  the  Young 
Women’s  Christian  Association  have  each  a large  and  well 
conducted  society  which  meets  weekly;  their  committees 
look  after  strangers  coming  to  the  school,  and  students  who 
may  be  sick  while  attending  school. 


12 


Southern  Illinois 


LOCATION,  ETC. 

Carbondale  is  a city  of  3,000  inhabitants,  healthful  and 
beautiful,  with  a refined  and  cultured  people.  It  is  easy  of 
access,  and  offers  inducements  for  board  and  social  advantages 
beyond  most  places.  It  has,  perhaps,  fewer  temptations  to 
idleness  and  dissipations,  and  combines  religious  and  educa- 
tional privileges  in  a degree  greater  than  the  average  of  towns 
and  cities.  Parents  may  be  assured  that  their  children  will 
be  as  safe  as  in  any  school  away  from  home,  and  scholars  may 
come  here  and  be  certain  that  economy  and  industry  will  be 
respected  and  assisted  by  all.  The  Illinois  Central,  the  Car- 
bondale & Grand  Tower,  and  the  Cairo  Short  Line  railroads 
afford  ample  facilities  for  convenient  access. 


EXPENSES. 

To  those  who  sign  the  pledge  to  teach,  tuition  is  gratui- 
tous; but  the  law  of  the  State  requires  that  there  shall  be  a fee 
charged  for  incidentals.  At  present  this  fee  is  $3.00  per 
term  of  fifteen  weeks,  and  $2  per  term  of  twelve  weeks.  The 
rates  of  tuition  in  the  different  schools  are  as  follows: 


Fall  Term.  Winter  Term.  Spring  Term. 


Normal  School $9  00  $6  00  $6  00 

High  School 9 00  6 00  6 00 

Grammar  School 6 00  4 00  4 00 

Grammar  School 4 00  3 00  3 00 

Primary  School 4 00  3 00  3 00 


First  and  Second  Reader  pupils,  free. 


Board  can  be  had  in  good  familes  in  Carbondale,  at  rates 
varying  from  $3  to  $3.50  per  week;  and  by  self-boarding,  or 
by  boarding  in  clubs,  the  cost  may  be  reduced  to  $2.25  per 
week.  Two  clubs  are  in  successful  operation.  Books  are  sold 
by  the  book  stores  at  reasonable  prices. 


LENGTH  OF  TERMS. 

The  Fall  term  is  fifteen  weeks,  and  the  Winter  and  Spring 
terms  together  make  twenty-three  weeks. 


State  Normal  University. 


IB 


NORMAL  DEPARTMENT 

‘ - / 

ENGLISH  COURSE. 


L . . . 

11.. . 

111.. 

IV. . 

V. .. 

VI. . 

VII. . 


STUDIES. 


Psychology 

Ethics 

Pedagogy. 

School  Law 

Practice  Teaching. 


Botany 

Physics. . . . 
Zoology  . . . 
Physiology 
Chemistry. . 
Geology.. . . 
Astronomy 


Arithmetic  . . 
Algebra.. .... 

Geometry. . . . 

Bookkeeping  , 


Reading  and  Phonics 

Grammar 

Rhetoric 

English  Analysis  and  Composition. 

English  Literature 

Elocution 

Spelling 


Geography 

History 

Civil  Government. 


Penmanship  . 
Drawing 


Vocal  Music 

Physical  Training 


NORMAL. 


1st 

Year. 


1 2 3 


t-.-t- 


t--t- 


t t 

••••t-.-t 


t-.-t---- 
-•t---t 


One  Ter 
See  Sylla 


2d 

Year. 


4 5 


t...t. 


t-.-t.--t 


t... t-.-t 


t-.-t- 


m.  . 
bus. 


3d 

Year. 


7 8 9 


.■i-.-.t 


t...t. 


t...t. 


t...t. 


The  Roman  numerals  on  the  margin  refer  to  departments,  as  in 
the  Syllabus  following. 

The  f indicates  the  place  of  the  study  in  the  Course. 

The  \ means  half-term  study. 


14 


Southern  Illinois 


ENGLISH  AND  LATIN  COURSE. 


STUDIES. 

NORMAL. 

1st 

Year. 

2d 

Year. 

3d 

Year. 

4th 

Year. 

12  3 

4 5 6 

7 8 9 

10  11  12 

I ' 

Psychology 

Ethics 

+ 

Pedagogy 

+...+.... 

. . + . . .4 

School  Law 

4 

Practice  Teaching 

4 

i ...  i ...  i 

II... . 

L 

Botany 

4 

Physics .... 

+ 

Zoology 

+ 

Physiology 

Chemistry 

4 

Geology 

... .4 

Astronomy 

4 

f 

nr..-! 

i 

Arithmetic 

4 . . .4 

Algebra  

Geometry 

Bookkeeping 

4 

IV. ..  \ 

V.  ...  < 

VI. .  J 

VII.  . ^ 

VIII.  ■ 

r 

! 

j 

| 

1 

j 

Reading  and  Phonics. . 
Grammar 

4 + 

i i 

4.4 

. . . . + . . . . 

Rhetoric 

+ 

English  Anal.  & Comp’n 
English  Literature  . . . . 

4 ... i ... . 

Elocution 

4 

Spelling 

Geography 

4.4. 

+ 

History 

4. . . t 

Civil  Government 

f 

Penmanship. . 

4 

Drawing 

+ . . .+ 

4 

Vocal  Music 

Phy«iif*.a,l  Training 

See  Svlla 

hiis 

La,  tin 

4. . .4. . .4 

t- ••+•••+ 

+ . . 4 . .4 

Greek 

i ...  i ...  i 

Opti 

onal. 

The  Roman  numerals  on  the  margin  refer  to  departments,  as  in 
the  Syllabus  following. 

The  f indicates  the  place  of  the  study  in  the  Course. 

The  j means  half-term  study. 


State  Normal  University 


15 


SYLLABUS  OF  THE  COURSES. 


I.  Mental  Science  and  Pedagogy. 

William  F.  Rocheleau. 


PRACTICAL  PEDAGOGY. 

The  special  work  of  fitting  the  pupils  to  become  teachers  in  the 
common  schools  of  the  State  begins  with  the  fourth  term.  To  this  end 
the  pupil  is  led  to  study  the  need  of  education;  aim  of  the  school; 
courses  of  study  for  common  schools.  The  course  of  study  recom- 
mended for  the  common  schools  of  the  State  is  made  the  basis  of  this 
study;  other  courses  are  compared  and  discussed  in  connection  with  it. 
Special  attention  is  also  given  to  the  work  in  primary  grades.  This  is 
done  for  the  purpose  of  giving  the  pupil  an  understanding  of  the  kind 
and  amount  of  work  that  can  be  undertaken  in  these  grades  with 
profit. 

The  study  of  grades  is  followed  by  observations  in  the  Preparatory 
schools.  Each  student  is  required  to  observe  the  work  of  the  Training 
teachers  carefully,  and  make  a written  report  of  each  visit.  In  these 
observations  the  student  is  required  to  note  carefully  the  following 
points:  The  general  appearance  of  the  class;  demeanor  of  the  pupils 
towards  each  other  and  towards  the  teacher;  care  in  answering  ques- 
tions; distinctness  of  utterance;  interest  in  the  lesson;  clearness  of 
presentation  of  the  subject  on  the  part  of  the  teacher;  teacher’s  ability 
to  govern,  and  to  awaken  enthusiasm  in  the  pupils;  evidence  cf  prep- 
aration for  the  work  on  the  part  of  the  teacher.  Lectures  are  also  given 
during  the  term  on  school  management,  the  art  of  studying,  school 
government,  the  selection,  care,  and  use  of  school  libraries. 

The  work  of  the  fifth  term  begins  with  a brief  study  of  the  mental 
powers,  including  their  classification  and  the  order  of  their  develop- 
ment as  discovered  from  the  study  of  the  child.  Special  attention  is 
given  to  the  importance  of  training  the  powers  of  observation,  atten- 
tion, memory,  and  imagination  during  the  school  period  of  a child’s 
life.  This  is  followed  by  a study  of  the  sensibilities  and  will,  their  re- 
lation to  the  intellectual  powers  and  the  necessity  of  their  proper  train- 
ing. After  completing  the  outline  of  the  mental  powers,  the  class  pro- 
ceeds to  discuss  the  following  topics:  Education,  including  the  different 


16 


Southern  Illinois 


kinds  of  education  and  their  relation  to  each  other,  and  the  right  or- 
der in  education.  The  teacher,  his  preparation  for  work;  his  motives, 
habits,  and  aims;  his  relation  to  his  pupils,  school  officers,  and  the  com- 
munity. The  school  house,  furniture,  and  apparatus,  including  care  of 
house  and  grounds,  and  care  and  use  of  apparatus.  The  school,  its  or- 
ganization; plan  for  the  first  day’s  work;  program;  purpose  and  man- 
agement of  the  recitation;  the  end  and  aim  of  school  training.  Text- 
book and  Lectures. 

THEORETICAL  PEDAGOGY. 

Since  this  department  of  pedagogy  follows  the  study  of  psychology, 
it  gives  an  opportunity  for  a more  complete  study  of  the  application  of 
the  laws  of  mental  development  to  the  acquisition  of  various  branches 
of  knowledge.  The  meaning  and  scope  of  education,  and  the  three 
lines  of  educational  development,  are  fully  discussed.  Special  study 
is  also  given  to  sensation,  conception,  attention,  memory,  imagina- 
tion, reasoning,  including  the  different  forms  of  reasoning  and  use  of 
the  syllogism.  The  emotions  and  their  relation  to  education,  the  ne- 
cessity for  moral  and  religious  training,  and  for  training  the  will,  also 
receive  careful  attention. 

The  work  of  the  last  term  is  devoted  to  the  study  of  educational 
ideals,  showing  their  origin  and  growth,  the  efforts  made  to  realize 
them,  and  their  relation  to  modern  educational  systems. 

SCHOOL  LAWS  OF  ILLINOIS. 

The  student  is  made  sufficiently  familiar  with  the  school  laws  of 
the  State  to  enable  him  to  discharge  the  legal  duties  of  the  profession 
in  a proper  manner. 

PSYCHOLOGY. 

The  object  to  be  attained  by  the  study  of  psychology  is  to  enable 
the  student  to  obtain  a good  knowledge  of  the  mental  powers,  their  classi- 
fication, and  the  laws  governing  their  development  and  activities;  then 
by  careful  study  to  apply  this  knowledge  to  his  own  experiences.  The 
fullest  possible  discussion  is  given  each  topic  in  class,  and  the  application 
of  psychological  principles  to  education  is  constantly  kept  before  the 
student’s  mind. 

ETHICS. 

Psychology  is  followed  by  the  study  of  ethics  for  one  term.  Special 
attention  is  given  to  the  study  of  action  and  the  springs  of  action;  con- 
science, its  origin  and  functions;  the  governing  principles  of  action; 
rights  and  obligations;  motives,  passion,  habit;  the  cardinal  virtues; 
and  the  application  of  the  principles  of  the  science  to  the  formation  of 
character. 


Corner  in  Library 


Chemical  Laboratory, 


State  Normal  University. 


17 


II.  Physical  and  Biological  Science. 


PHYSICAL  SCIENCE. 

Daniel  B. . Parkinson. 


PHYSICS. 

The  general  method  of  instruction  partakes  more  of  the  inductive 
than  of  any  other,  but  a happy  combination  of  all  good  methods  is 
attempted.  The  limitations  of  time  forbid  a too  rigid  use  of  the 
inductive. 

The  institution  is  supplied  with  an  excellent  collection  of  physical 
apparatus,  which  is  used  by  both  student  and  teacher  in  developing  and 
explaining  the  principles  involved  as  the  various  subjects  are  presented 
for  study. 

1.  Somatology. — Properties  of  matter,  general  and  specific,  physical 
and  chemical.  Changes  of  matter,  physical  and  chemical.  Attrac- 
tions and  motions  of  atoms,  molecules  and  masses.  States  of  matter; 
the  distinctive  features  of  solids,  liquids,  and  gases.  Molecular  forces  ; 
various  examples  of  cohesion  and  adhesion;  the  nine  varieties  of 
adhesion. 

2.  Dynamics. — Attraction  of  gravitation  ; laws  of  gravitation  and 
weight.  Center  of  gravity  ; line  of  direction,  degrees  and  condition  of 
stability,  examples  of  each.  Laws  of  motion  ; curvilinear  motion  and 
its  effect  on  solids,  liquids,  and  gases;  composition  and  resolution  of 
forces.  Falling  bodies  ; laws  of  falling  bodies,  formulas  for  the  same. 
The  pendulum ; different  kinds,  laws  and  uses  of  the  pendulum,  center 
of  oscillation;  length  of  second’s  pendulum  at  different  points  on  the 
earth’s  surface.  Energy,  kinetic  and  potential;  formula  for  kinetic 
energy.  The  simple  machines  ; static  laws  for  each,  compound  ma- 
chines. Friction  ; uses  of  friction,  facts  regarding  friction,  lubricants. 

3.  Hydrostatics.  — Liquid  equilibrium;  transmission  of  pressure 
by  liquids,  downward  and  lateral  pressure  exerted  by  liquids,  buoyancy 
of  liquids,  the  principle  of  Archimedes.  The  hydrostatic  press;  the 
principle  of  its  great  power.  Specific  gravity;  of  solids,  liquids,  gases; 
alcohometers,  hydrometers,  lactometers.  The  specific  gravity  of  a 
variety  of  specimens  determined. 

4.  Hydrokinetics. — The  discharge  of  liquids  through  orifices;  the 
range  of  a stream  of  water  from  an  orifice,  problems  to  determine  the 
amount  of  liquid  discharged  when  conditions  are  given.  The  flow  of 
water  in  rivers,  water  wheels,  artesian  wells. 


18 


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5.  Pneumatics. — Properties  of  gases;  the  air  as  a standard  or  type, 
atmospheric  pressure,  the  barometer;  the  practice  of  noting  the  readings 
of  the  barometer,  especially  of  the  aneroid  instrument.  The  air  pump; 
its  construction,  kinds.  The  suction,  and  force  pumps;  the  siphon,  its 
uses,  principle  of  its  action.  The  condenser;  Mariotte’s  law  relating 
to  the  volume  of  gases  as  affected  by  pressure. 

6.  Acoustics. — Vibrations;  transverse,  longitudinal,  torsional. 
Experiments  with  the  monochord,  nodes  and  segments.  The  sonom- 
eter, developing  the  laws  of  vibrating  strings.  The  cause  and  nature 
of  sound  waves.  The  reflection  and  refraction  of  sound  waves.  The 
musical  scale  and  musical  instruments. 

7.  Heat. — Sources  and  character  of  heat  waves.  Temperature; 
the  thermometer,  method  of  making  and  grading  the  different 
kinds.  Practice  of  reading  thermometers  and  converting  readings  of 
one  into  those  of  the  others.  Liquefaction;  laws  of  liquefaction.  Vap- 
orization; laws  of  vaporization.  Distillation  of  liquids.  Latent  and 
specific  heat.  The  heat  unit;  practice  in  making  freezing  mixtures. 
Diffusion  of  heat;  examples  of  conduction,  convection,  and  radiation  of 
heat.  Thermo-dynamics;  the  mechanical  equivalent  of  heat,  Dr. 
Joule’s  law. 

8.  Electricity.—  Origin  of  name;  a short  history  of  its  discovery 
and  development.  Static  electricity;  development  of  the  laws  of 
attraction  and  repulsion.  The  electrophorus;  condensers;  the  Leyden 
jar,  how.  charged  and  discharged.  Static  electrical  machines  with 
numerous  attachments.  Magnets,  natural  and  artificial;  laws  of  at- 
traction and  repulsion;  the  electroscope.  Current  electricity;  the 
Voltaic  battery;  different  kinds,  and  how  set  up;  internal  resistance, 
polarization.  The  various  effects  of  the  electric  current;  the  electric 
units;  the  electric  magnets;  the  electric  telegraph;  the  electric  dyna- 
mos; the  electric  motors;  the  electric  lights,  arc  and  incandescent;  the 
telephone  and  phonograph;  electrotyping  and  electroplating. 

CHEMISTRY. 

The  chemical  laboratory  of  the  institution  is  well  equipped  with 
material  and  apparatus  for  individual  experimentation.  The  induc- 
tive method  largely  prevails. 

1.  Chemical  Nomenclature. — Atoms.  Molecules.  Substances;  ele- 
mentary and  compound,  organic  and  inorganic.  Chemism;  peculiarities 
and  characteristics  of  chemical  action.  Symbols.  Quantivalence.  Re- 
actions and  reagents.  Scheme  for  the  study  of  the  elements:  1.  Sym- 
bol; 3.  Atomic  Weight;  3.  Molecular  Weight;  4.  Quantivalence;  5.  Spe- 


State  Normal  University. 


19 


cific  Gravity;  6.  Occurrence;  7.  Preparation;  8.  Physical  properties; 
9.  Chemical  properties;  10.  Uses;  11.  Tests;  12.  More  common  com- 
pounds. Ampere’s  law. 

2.  The  elementary  constituents  of  water  and  the  air.  The  com- 
pounds of  hydrogen,  oxygen,  and  nitrogen. 

3.  The  Halogen  Group. — The  study  of  each,  and  their  more  fa- 
miliar compounds,  especially  with  hydrogen. 

4.  Stoichiometry.  — Chemical  equations.  Factors  and  products 
in  chemical  reactions.  Gravimetric  computations.  Volumetric  compu- 
tations. Percentage  composition.  A thorough  drill  in  the  above  exer- 
cises, making  estimates  of  weights  and  volume  in  chemical  reactions. 

5.  The  Theory  of  acids,  bases,  and  salts.  The  combinations  to 
form  each.  Classification  of  acids  and  salts.  The  manufacture  of  the 
common  acids,  bases,  and  salts. 

6.  The  study  of  the  elements  by  groups,  giving  more  attention  to 
those  most  common. 

7.  A brief  course  in  Organic  Chemistry.  The  principal  distinc- 
tions between  organic  and  inorganic  compounds.  A study  of  the  more 
common  organic  substances. 

GEOLOGY. 

In  the  introductory  study  of  this  science  special  attention  is  given 
to  the  present  conditions  of  the  earth’s  surface  and  the  changes  now 
making,  that  the  student  may  appreciate  the  conditions  necessary  for 
formations  of  earlier  geological  ages. 

The  study  is  supplemented  by  a brief  course  in  mineralogy.  A 
number  of  mineral  specimens  are  determined.  The  students  are  made 
familiar  with  scales  of  hardness,  fusibility,  and  the  systems  of  crystalli- 
zation. 

1.  Dynamical  Geology.  — Atmospheric  agencies,  origin  of  soil, 
action  of  the  air,  wind,  frost.  Aqueous  agencies,  erosion  by  rain,  by 
rivers,  by  waves.  Transportation  and  distribution  of  sediments,  deltas, 
estuaries,  bars.  Action  of  tides,  oceanic  currents.  Glaciers,  icebergs. 

Organic  agencies:  Vegetable  accumulations,  iron  accumulations, 
lime  accumulations.  Geographical  distribution  of  species. 

Igneous  agencies:  The  interior  heat  of  the  earth,  volcanoes,  gey- 
sers, earthquakes.  Gradual  oscillation  of  the  earth’s  crust,  subsidence. 

2.  Structural  Geology. — General  form  and  structure  of  the  earth, 
stratified  and  unstratified  rocks.  Metamorphic  rocks.  Mineral  veins. 
Mountain  systems, 


20 


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3.  Historical  Geology. — General  principles  of  sedimentary  deposit. 
Laws  governing  animal  and  plant  life.  Eozoic  era,  eozoon  age.  Pa- 
laeozoic era,  ages  of  invertebrates,  fishes,  and  acrogens.  Mesozoic  era, 
age  of  reptiles.  Cenozoic  era,  age  of  mammals.  Psychozoic  era,  age  of 
man. 

Each  member  of  the  class  is  expected  to  become  familiar  with  the 
geology  of  his  own  county  by  consulting  the  State  Geological  Reports 
of  Illinois. 

ASTRONOMY. 

The  institution  is  provided  with  one  of  Clark  & Son’s  five-inch 
refractors,  with  eye-pieces  ranging  in  power  from  50  to  360.  The  in- 
strument is  used  freely  by  the  students,  and  they  are  expected  to  make 
drawings  of  their  observations. 

1.  The  Relation  of  the  Earth  to  other  Heavenly  Bodies. — Motions  of 
the  earth,  laws  of  motion  and  gravitation.  The  theory  of  eclipses  of 
sun  and  moon.  Motions  and  attractions  of  the  moon.  Causes  of  the 
moon’s  phases. 

2.  The  Solar  System. — The  sun.  Planets  and  their  satellites,  aster- 
oids. Comets.  A description  of  each,  their  motions,  periods,  etc. 

3.  The  constellations;  stars,  star  clusters.  Variable  and  mul- 
tiple stars.  Nebulas.  The  galaxy. 

4.  Astronomical  instruments.  Celestial  measurements.  Measures 
of  time.  Construction  of  calendars,  etc. 


BIOLOGICAL  SCIENCE. 

George  H.  French. 

BOTANY. 

The  leaf:  structure,  form,  simple  and  compound;  floral  organs,  parts 
of  each;  fruit,  kinds  seeds;  germination  and  growth.  Vegetable  phys- 
iology; the  cell,  forms,  growth,  contents;  anatomy  of  plants;  plant 
food  and  assimilation.  Cryptogamous  plants,  growth  and  structure; 
groups,  reproduction. 

The  first  two  weeks  of  the  term  are  spent  in  preparation  for  analysis 
of  flowers  by  use  of  herbarium,  with  appropriate  lessons  from  the  text- 
book. After  this,  fresh  flowers  are  placed  before  the  pupils  for  analysis. 
As  supplementary  to  the  text-book  work  each  one  is  expected  to  write  out 
the  analysis  of  at  least  twenty-five  flowers  in  a copy  of  Keed’s  Plant 
Rjecord  Book,  with  drawings  of  leaf  and  flower,  besides  making  draw- 
ings of  seeds,  buds,  fruits,  etc.,  with  appropriateMescriptions. 


State  Normal  University. 


21 


ZOOLOGY. 

What  is  an  animal?  general  idea  of  the  animal  kingdom,  basis  of 
classification;  kingdoms.  Vertebrates;  study  of  classes  and  orders; 
illustrations  and  analyses  with  methods  of  preserving  and  caring  for 
specimens.  Articulata;  classes  and  orders  ; illustrations  and  analyses, 
with  preparation  of  specimens:  in  insects,  study  of  those  injurious  and 
beneficial.  Mollusca;  study  of  classes  and  orders,  with  illustrations, 
etc.  Radiata  and  Protozoa. 

As  an  illustration  of  method  of  work,  in  birds  the  general  characters 
are  first  studied,  then  each  order  is  taken  up  ; the  order  characters  are 
studied,  the  birds  representing  the  order,  and  distribution.  The  collec- 
tion is  used  to  illustrate  the  lesson,  and  with  Jordan’s  Manual  of' Verte- 
brates, specimens  are  placed  before  the  class  for  analysis.  Some  time 
is  given  to  taxidermy,  mostly  as  work  outside  the  recitation  hour. 

PHYSIOLOGY. 

Skeleton.  Terms  of  the  science  defined  ; tissues ; skin  and  the 
parts  pertaining  to  it;  food;  digestion,  including  organs  and  fluids; 
absorption,  lymphatics;  respiration;  circulation,  heart  and  accessories, 
blood  ; excretion.  Nervous  system;  brain,  nerves,  sympathetic  system; 
special  senses;  vocal  organs.  Motatory  organs  in  detail. 

The  first  few  lessons  are  given  from  the  skeleton,  after  which  the 
text-book  is  taken.  Compound  microscopes  are  used  through  the 
term  for  histological  study,  and  charts,  models,  and  skeleton  are 
used  for  illustration.  A regular  course  in  dissection  is  given  to  more 
fully  illustrate  the  study  than  can  be  done  with  charts  and  models. 


III.  Mathematics. 


ARITHMETIC. 

William  H.  Hall. 

Those  students  who  hold  first  grade  certificates  to  teach,  or  who 
can  pass  a creditable  examination  in  the  fundamental  principles,  in- 
cluding fractions,  denominate  numbers,  and  percentage  in  all  its  appli- 
cations to  business  affairs,  are  admitted  to  the  Normal  Department, 
and  are  given  two  terms’  drill  in  arithmetic,  with  the  two-fold  object: 
(1)  of  acquiring  a sufficiently  extended  knowledge  of  the  subject  to 
make  them  ready  and  accurate  in  all  the  operations  that  may  be  re- 
quired in  the  solution  of  problems,  and  to  gain  that  independence  of 


22 


Southern  Illinois 


thought  which  is  so  essential  to  a thorough  mastery  of  any  subject; 
(2)  that  a careful  attention  to  the  methods  of  presentation  and  the 
details  of  the  science  of  teaching  may  enable  the  pupil  to  impart  that 
which  he  has  gained  in  the  way  to  make  it  most  effective. 

First  Term. — Review  of  fundamental  principles  and  a thorough 
investigation  of  fractions,  common  and  decimal;  denominate  num- 
bers; the  metric  system;  percentage  and  its  application  to  business  af- 
fairs, including  insurance,  taxes,  stocks,  and  stock  investments; 
interest;  bank  and  true  discount;  partial  payments,  etc.,  as  far  as 
equation  of  payments. 

Second  Term. — The  subjects  of  equation  of  payments,  annui- 
ties, alligation,  involution  and  evolution,  and  measurements  of  sur- 
faces and  solids,  are  taken  up  and  carefully  discussed,  and  supple- 
mentary work,  covering  a wide  range  of  subjects  suited  to  arith- 
metical calculations,  is  given. 

Throughout  the  entire  time,  the  necessary  time  and  care  are  given 
to  method  and  form;  and  this  drill  is  supplemented  by  actual  class  work 
under  the  supervision  of  an  experienced  instructor. 


ALGEBRA  AND  GEOMETRY. 

George  Y.  Buchanan. 

ALGEBRA. 

The  study  of  algebra  extends  through  one  school  year,  being  di- 
vided into  three  grades,  known  as  the  C,  B,  and  A.  It  is  the  province 
of  the  C,  or  fall  term  class,  to  make  a thorough  review  of  the  subject 
from  the  beginning  to  Simultaneous  Equations  of  the  First  Degree,  with 
frequent  drills  and  tests  with  examples  from  other  texts. 

The  B,  or  winter  term  class,  continues  the  work  from  this  point  to 
Radicals,  with  frequent  tests  from  other  authors,  as  before. 

The  A,  or  spring  term  class,  takes  up  the  work  where  the  B class 
leaves  it,  and  advances  to  the  close  of  the  discussion  of  the  Binomial 
Theorem.  In  each  grade  there  are  at  least  three  examinations,  one  of 
which  may  be  oral.  In  all  this  work  it  is  the  aim  of  this  school  to  lead 
students  to  a mastery  of  the  principles  involved,  and  then  to  have  them 
illustrate  the  use  of  these  principles  in  problems  which  are  solved  and 
explained  in  class. 

GEOMETRY. 

The  B class  devotes  the  fall  term  to  the  study  of  Plane  Geometry, 
and  aside  from  doing  the  definition  work  and  making  the  author’s 
proofs,  about  one  hundred  and  twenty-five  or  one  hundred  and  fifty 
original  demonstrations  are  given.  In  making  the  author’s  proofs,  the 


State  Normal  University. 


28 


figures  are  differently  lettered,  and  other  changes  occasionally  made, 
and  the  student  usally  makes  his  proof  orally  and  with  only  the  figure 
before  him.  In  all  examinations,  after  the  first,  the  student  is  given 
the  theorem,  and  required  to  construct  liis  own  figure  before  giving  the 
demonstration. 

The  A class  spends  the  winter  term  on  Solid  Geometry.  The  meth- 
ods of  recitation  here  are  very  much  the  same  as  in  the  Plane  Geom- 
etry. Examinations  and  tests  occur  very  much  as  in  the  algebra. 


BOOKKEEPING. 

Mary  A.  Robarts. 

No  attempt  is  made  in  our  work  to  vie  with  the  business  colleges, 
but  we  do  teach  the  theory  of  double  entry  bookkeeping,  and  give  suf- 
ficient instruction  to  enable  one  who  has  completed  successfully  the 
work  with  us,  to  enter  upon  the  teaching  of  it  in  the  public  schools,  or 
to  keep  any  ordinary  set  of  books. 

Particular  care  is  taken  to  see  that  pupils  understand  the  common 
business  papers,  such  as  notes,  drafts,  checks,  receipts,  correct  form  of 
business  letter  writing,  etc. 


IV.  English  Language  and  Literature. 

GRAMMAR. 

Martha  Buck. 

Three  terms  in  the  Normal  Department  have  grammar  as  one 
of  the  required  branches. 

Before  entering  these  classes,  pupils  pass  an  examination  equiva- 
lent to  that  for  a second  grade  certificate. 

The  aim  is  twofold:  To  obtain  a mastery  of  the  topics  studied,  and 
clear  ideas  of  how  to  teach  them  to  others. 

One  day  of  each  week  is  free  from  any  assigned  lesson.  Each  class  is 
allowed  the  time  for  questions  upon  any  points  not  understood,  or  upon 
how  to  teach  any  point. 

The  first  term  is  given  to  the  simple  sentence  in  all  its  varieties, 
with  its  proper  capitalization  and  punctuation.  As  the  elements  are 
studied,  the  parts  of  speech  of  which  they  are  composed  are  reviewed 
with  their  properties  and  inflections.  The  value  of  each  principle  as  a 
guide  to  correct  English  is  tested  as  they  are  applied  in  answering  th^ 


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questions  asked  by  the  class.  The  composition  in  this  term’s  work  con- 
sists in  expressing  the  given  thought  in  a variety  of  forms,  thus  gain- 
ing a ready  command  of  our  language. 

The  second  term’s  study  is  given  to  compound  and  complex  sen- 
tences. In  this  term  abridgement  is  treated  and  its  grammatical 
changes  noted,  with  the  principles  which  underlie  them.  Essays  are 
required  each  month,  upon  topics  assigned. 

A half  term — six  weeks — is  used  in  a special  study  of  methods. 
This  work  begins  with  the  first  Language  Lessons  and  takes  up  grade 
by  grade  through  Grammar  to  the  close  of  a High  School  course. 
What  is  suitable  to  each  grade,  and  how  to  adapt  the  teaching  to  the 
capacity  of  the  pupils,  are  the  central  points  for  consideration.  Thus 
a complete  review  of  both  Language  and  Grammar  is  incidentally  ob- 
tained. 

In  addition  to  the  work  indicated  above,  a half  term  is  used  for 
English  Analysis.  The  difficult  points  in  grammar  are  studied.  Entire 
compositions  are  analyzed  logically,  the  line  of  thought  discerned,  and 
the  logical  sequence  of  paragraphs  or  sentences  perceived.  The  prin- 
ciples of  rhetoric  are  applied  in  a rhetorical  analysis,  and  the  principles 
of  grammar  in  a grammatical  analysis  of  the  same  composition.  In 
this  class,  essays  and  orations  are  required. 


LITERATURE , RHETORIC , ELOCUTION , AND  READING. 

Samuel  M.  Inglis. 

In  the  study  of  literature  the  constant  aim  is  to  arouse  an  enthusi- 
asm for  the  study  of  the  best  authors  in  both  English  and  American  lit- 
erature, by  means  of  biography,  analysis  of  thought,  and  close  criti- 
cisms of  works  read.  We  also  develop  the  study  of  this  branch  through 
its  parallels  of  growth  with  the  political  status  of  the  country  and  the 
times  in  which  the  authors  flourished  and  wrote,  showing  in  an  attrac- 
tive way  to  a student,  the  origin  of  much  of  our  best  literature. 

We  utilize  the  study  of  rhetoric  in  comparing  the  writings  of  the 
best  authors  in  purity,  propriety,  and  precision  of  diction  ; in  concord, 
clearness,  unity,  energy,  and  harmony  of  the  sentence  or  sentential 
structure;  in  impressing  upon  the  mind  and  heart  of  the  student  the 
beauty  of  style  in  the  writings  of  the  best  authors,  as  regards  the  use  of 
figurative  language  ; in  cultivating  delicacy  and  correctness  of  taste, 
and  a high  idea  of  the  beautiful  and  sublime,  as  also  a keen  sense  of  the 
novel  and  picturesque  as  these  properties  of  style  and  taste  find  their 
parallels  in  nature. 

Our  work  in  these  two  branches  is  very  largely  illustrative — done 
orally  and  by  much  blackboard  work. 


History  Room 


flrt  Room. 


Gymnasium. 


Class  in  Physical  Training 


State  Normal  University. 


25 


Elocution. — In  this  branch  we  endeavor  to  secure  a thorough  analy- 
sis of  the  thought  embodied  in  selections  from  our  best  writers,  and  the 
productions  of  our  best  orators,  on  the  basis  of  form , quality , force , 
stress , and  pitch  of  voice,  and  rate  of  utterance. 

It  is  likewise  our  aim  to  teach  grace  of  body  in  posing,  and  in  ges- 
ture with  its  varied  significance  when  applied  to  the  art  of  elocution, 
the  actual  utterance — action. 

Voice  culture  in  the  different  qualities  of  voice  used  in  the  finer 
work  of  the  subject,  forms  a large  portion  of  the  class  work  at  each  rec- 
itation. Actual  practice  in  class  by  means  of  dictation  exercises  is  a 
thing  of  daily  occurrence. 

The  oral  examinations  consist  of  recitation  work,  the  student  giv- 
ing an  exact  analysis  of  the  selection,  regarding  the  essential  elements 
of  rendition:  form,  quality,  force,  stress,  pitch,  and  rate,  and  the  log- 
ical grouping  of  thought.  The  student’s  power  of  analysis  is  thus 
tested  in  the  actual  delivery  of  the  selection,  from  the  platform. 

Reading. — This  branch  is  taught  by  a system  of  classification  : mat- 
ter-of-fact, earnest,  noble,  joyous,  sad,  scornful  and  sarcastic,  humor- 
ous, and  impassioned  ideas. 

Grouping  ideas  into  their  respective  classes  as  above  indicated,  we 
study  to  develop  the  elements  necessary  to  render  profitably  and  effect- 
ively any  selection  read.  We  analyze  and  illustrate  here  also,  as  in  elo- 
cution, using  the  elocution  of  reading,  and  not  the  elocution  of  the  plat- 
form. 

The  system  used  is  that  of  Mark  Bailey,  M.A.,  teacher  of  elocution 
in  Yale  College.  The  scheme  and  method  is  our  own. 


V.  Geography  and  History. 

GEOGRAPHY. 

Inez  I.  Green. 

The  time  given  for  the  study  of  geography  in  the  Normal  Depart- 
ment is  three  terms.  The  classification  is  made  under  three  heads, 
viz:  B Geography,  A Geography,  and  Physical  Geography. 

The  B division  of  this  department  represents  the  work  of  the  first 
term.  Students  entering  this  class  are  expected  to  have  had  a fairly 
thorough  drill  in  the  work  embraced  in  our  Preparatory  Course.  The 
first  topics  taken  up  are  embraced  under  the  head  of  Mathematical 
Geography.  The  influence  of  the  sun  upon  the  earth,  and  the  relations 
of  the  two,  is  the  direct  practical  purpose  of  teaching  in  this  stage  of 


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the  course.  This  implies  a good  knowledge  of  the  distribution  of  heat 
and  moisture,  and  of  the  modifications  brought  about  by  the  different 
degrees  of  atmospheric  pressure.  These  are  the  essential  factors  in  the 
study  of  climate.  Climate  determines  the  use  of  the  structure,  and 
structure  in  a marked  degree  modifies  climate.  Both  seem  to  be  the 
two  halves  of  a great  whole,  which  nourish  and  support  life,  plant 
and  animal,  and  at  the  same  time  determine  the  forms  and  modes 
of  life. 

The  second  step  is  in  relation  to  continents,  in  respect  to  their  phys- 
ical features. 

A knowledge  of  structure  being  the  indispensable  foundation  of  all 
geographical  knowledge,  without  this  knowledge,  geography,  as  a sci- 
ence, is  impossible.  One  important  purpose  in  learning  structural 
geography,  is  the  acquisition  of  a concept  which  corresponds  to  the 
surface  structure  of  the  earth. 

A concept  of  the  earth  with  all  the  factors  of  structural  geography, 
organically  arranged  and  related,  is  the  basis  of  political  geography. 
With  a clear  concept  corresponding  to  the  continent,  political  geogra- 
phy becomes,  to  the  interested  pupil,  the  division  of  real,  mentally 
pictured  surface  into  its  artificial  regions.  The  element  of  history  in 
geography  is  not  neglected.  Geography  explains  and  illuminates  his- 
tory; by  it,  laws,  tendencies,  and  motives  are  understood. 

The  second  term’s  work  (A  division)  is  a continuation  of  the  work 
as  carried  on  in  B,  except  more  time  is  given  to  the  discussion  of 
methods.  (To  understand  a method,  a teacher  must  know  the  laws  of 
mental  development,  and  the  means  of  the  development.  Under  this 
knowledge  methods  may  be  studied.  Perfection  in  methods  is  a pure 
ideal.)  As  far  as  possible  the  successive  steps  represented  by  an  ac- 
cepted course  of  study,  are  discussed. 

The  study  of  physical  geography  proper  covers  the  third  term’s 
work.  The  aim  is  to  discuss  the  more  familiar  physical  features  of  the 
earth;  the  character  of  its  land  surface,  the  nature  and  movements  of 
the  water  and  of  the  atmosphere,  and  their  relations  to  and  influence 
upon  one  another,  as  well  as  their  combined  effect  upon  the  different 
forms  of  organic  life. 


HISTORY  AND  CIVIL  GOVERNflENT. 

Esther  C.  Finley. 


The  objects  of  the  work  in  this  department  are  to  aid  in  forming 
intelligent,  patriotic,  responsible  citizens,  and  so  to  develop  the  ability  to 
communicate,  that  the  student  may  become  a successful  teacher. 


State  Normal  University. 


27 


HISTORY  OF  THE  UNITED  STATES. 

The  time  given  to  this  branch  is  two  terms.  In  connection  with 
the  study  of  the  events  that  prepared  the  way  for  our  national  exist- 
ence, and  of  the  marvelous  growth  and  prosperity  that  have  marked 
our  life  as  a nation,  attention  is  given  to  the  principles  of  our  govern- 
ment, and  to  the  lessons  from  the  lives  of  great  men,  whose  influence 
has  been  potent  in  shaping  our  destiny.  The  constitution  of  the 
United  States  is  taken  up  topically  in  the  history  classes,  and  those 
ideas  are  emphasized,  which  are  most  practical  to  good  citizenship,  as 
the  supremacy  of  the  United  States  government,  the  rights  of  citizens 
and  the  duties  corresponding. 

CIVIL  GOVERNMENT , 

One  term  in  the  Junior  year  is  given  to  this  branch.  The  interests 
of  the  citizen — industrial,  social,  political — form  the  subjects  of  study. 

Students  are  made  familiar  with  the  sources  whence  we  have 
derived  our  civil  and  social  institutions,  with  the  modification  of  Ger- 
man and  English  ideas,  to  adapt  them  to  the  different  conditions  of  life 
in  our  republic. 

The  relations  of  the  citizen  to  local  and  State  government  are 
studied,  also  the  dangers  arising  from  political  corruption,  and  the  in- 
dividual responsibility  for  securing  and  maintaining  good  government. 

GENERAL  HISTORY. 

This  study  requires  one  term  and  a half— twenty  weeks— in  the  Senior 
year.  The  outlines  of  the  world’s  history  are  taken  up  to  teach  the 
unity  of  the  interests  of  mankind  in  all  time  and  all  lands;  to  show  the 
debt  that  the  favored  present  owes  in  art,  literature,  and  the  science 
of  government  to  the  older  civilizations  of  the  past. 

The  humanizing  and  broadening  influence  of  the  thoughtful  study 
of  history  is  universally  recognized,  and  an  earnest  effort  is  made  to 
form  a taste  for  historic  reading.  To  the  history  of  England,  especial 
attention  is  given  because  of  its  close  connection  with  that  of  our  own 
land  and  with  all  that  is  best  in  modern  progress. 


VI.  Drawing  and  Penmanship. 

DRAWING. 

Matilda  F.  Salter. 

Three  terms,  or  forty-two  weeks,  is  required  in  drawing — two  terms 
in  the  first  two  years  of  the  course,  and  the  third  term,  the  last  year. 


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Many  coming  to  us  have  never  had  any  work  in  drawing,  so  the 
first  term  is  necessarily  preparatory.  The  work  is  entirely  freehand 
and  largely  from  blocks  and  simple  objects,  beginning  with  the  sphere. 

As  to  its  purpose,  the  drawing  work  is  divided  into  Construction, 
Representation,  and  Decoration.  The  work  on  the  charts  will  show  the 
order  of  study  in  each  division.  Our  aim  in  the  first  term  is  to  enable 
the  pupil  to  make  construction  drawings  from  blocks  and  from  objects, 
showing  one  and  two  views;  to  give  him  a clear  idea  of  drawing  simple 
Ejects,  cylindrical  and  rectangular  in  form,  and  of  the  arrangement 
of  groups  showing  two  and  three  objects;  to  help  him  to  understand 
the  modification  of  geometric  units,  also  the  drawing  of  leaves  from 
nature,  their  conventionalization  and  application  in  design. 

From  the  first,  work  on  the  blackboard  is  given,  the  drawings  being 
from  dictation;  afterwards,  the  pupil  is  required  to  make  these  draw- 
ings in  his  book,  and  also  to  write  dictation  exercises.  A book  may  be 
found  showing  examples  of  these.  (See  our  Columbian  Exhibit.) 

The  second  term,  B,  follows  the  same  general  plan  as  the 
first  term.  Geometrical  problems  are  introduced,  and  the  construction 
work  is  made  largely  instrumental.  Attention  is  paid  to  the  arrange- 
ment and  sketching  of  groups  of  familiar  objects,  most  of  them  being 
selected  with  reference  to  being  easily  obtained  in  a school  room.  Some 
study  is  made  of  historic  ornament  during  this  term.  The  character- 
istics of  the  different  styles  are  taught,  and  illustrations  of  the  dif- 
ferent forms  shown. 

The  third  term,  or  A Drawing,  takes  up  the  work  of  light  and 
shade,  drawings  being  made,  first  from  blocks  and  objects,  and  then 
from  casts. 

Considerable  attention  is  paid  to  blackboard  work,  the  drawings 
being  largely  illustrative.  The  object  is  to  enable  the  pupil  to  use  the 
blackboard  in  the  school  room  with  ease  and  rapidity. 

Two  weeks  time  is  devoted  to  methods,  which  includes  the  reasons 
for  the  study  of  drawing,  a review  of  the  plan  of  work,  and  methods 
for  teaching  in  the  different  grades. 


PENMANSHIP. 

Mary  A.  Rob  arts. 

The  aim  is  to  form  a hand-writing,  plain  and  legible,  which  shall 
be  written  quickly  and  with  ease. 

To  accomplish  this,  we  use  the  muscular  movement,  practice  daily 
upon  movement  exercises,  and  study  the  form  of  each  letter  separately. 
The  small  letters  are  first  made  with  counts.  Particular  attention  is 


State  Normal  University. 


29 


called  to  the  manner  of  joining  letters,  to  the  spacing  of  letters  in 
words;  also  the  spacing  of  words  in  a sentence.  Frequent  drills 
in  blackboard  writing  are  given.  Different  methods  in  use  for  teaching 
children  to  write  are  discussed  in  class,  and  definite  instruction  given. 


VII.  Vocal  Music  and  Physical  Training. 

VOCAL  MUSIC. 

Samuel  M.  Inglis. 

Our  work  in  this,  one  of  the  fine  arts,  is  somewhat  limited  of  neces- 
sity. We  teach  simply  the  elements  of  music,  mostly  in  the  major 
scale,  and  fit  the  teachers  to  do  the  same  work  for  the  pupils  in  their 
schools.  The  ready  reading  of  music  at  sight  constitutes  the  real 
burden  of  the  work. 

The  science  of  transposition  is  simplified  and  students  are  taught 
to  transpose  readily  from  one  key  to  another. 

Exercises  in  the  art  of  correct  breathing  and  voice  culture  are  re- 
quired daily. 

PHYSICAL  TRAINING  FOR  YOUNG  MEN. 

John  M.  Pierce. 

Physical  training  in  a Normal  School,  has  two  objects  in  view  : 
First,  the  health  and  development  of  the  students;  second,  their 
equipment  as  teachers,  with  a system  of  school  gymnastics. 

Both  these  ends  are,  to  a considerable  extent,  gained  by  the  same 
course  of  training.  The  students  are  exercised  in  a simple,  graded  set 
of  gymnastics,  such  as  they  may  use  in  any  school;  these  are  first 
learned  as  free  movements,  then  with  light  apparatus,  as  dumb-bells, 
Indian  clubs,  wands,  and  poles.  When  the  aim  is  to  direct  the  atten- 
tion, the  movements  are  directed  by  commands  and  counting;  when 
the  gymnastics  is  to  serve  as  a relief  from  a mental  effort,  it  is  accom- 
panied by  music. 

The  German  system,  as  laid  down  by  Carl  Betz,  is  made  the  basis 
of  the  work,  supplemented  and  varied  by  Swedish  movement,  following 
Baron  Nils  Posse. 

In  order  to  bring  in  the  interest  coming  from  spontaneity  and  com- 
petition, the  class  gymnastics  alternates  with  exercises  on  stationary 
apparatus,  guided  by  the  Code  book  of  Ludwig  Puritz,  and  with  athletic 
games,  especially  baseball  and  football;  choice  and  enthusiasm  are 
recognized  as  important  elements  in  physical  exercise. 


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Parallel  with  this  practice  is  a course  in  the  Theory  of  Physical 
Training,  based  on  Anatomy,  Physiology,  and  Physiological  Psychology. 
The  Theory  embraces  the  history  of  Physical  Training  in  its  various 
national  types,  the  forms  of  gymnastics  and  athletics  included  in  a 
complete  training,  the  essential  elements  comprising  a gymnastic  pro- 
gram or  “day’s  order”  and  the  progression  from  day  to  day,  the  phys- 
ical and  mental  effects  of  such  exercises,  and  the  extremes  and  abuses 
to  be  avoided;  also  Hygiene,  especially  that  of  school  life. 

PHYSICAL  TRAINING  FOR  YOUNG  WOMEN 
Mary  A.  Robarts. 

The  object  of  this  department  is  fourfold.  First,  to  provide  a re- 
creative and  developing  exercise  which  shall  be  to  the  pupil  a means 
of  attaining  symmetry  of  figure,  grace,  and  suppleness  in  movement, 
health  of  body,  and  an  ability  to  keep  it  in  a vigorous  condition.  Sec- 
ond, to  relieve  the  mental  strain  in  connection  with  a school-day  of  con- 
tinuous study  and  recitation.  Third,  to  prepare  pupils  to  conduct 
exercises  adapted  to  the  needs  of  the  public  schools.  Fourth,  to  im- 
press upon  the  minds  of  the  young  women  the  importance  of  a proper 
mode  of  dressing,  a proper  care  of  body,  carefulness  in  regard  to  diet, 
and  a personal  pride  in  regard  to  health  and  carriage.  Throughout 
the  year  there  are  frequent  talks  on  these  topics.  The  exercises  are: 

Fall  Term. — Forming  lines.  Military  and  Swedish  dressing.  Mili- 
tary facings.  Simple  movements  of  the  military  set-up  drill.  Marching. 
Fancy  steps.  Swedish  movements,  as  taught  by  Hartvig  Nissen. 
German  free  movements. 

Winter  Term. — Advanced  work  in  line  of  fall  term.  Wooden  dumb- 
bells. Short  wands,  in  sitting  and  standing  positions.  Short  wands 
with  marching. 

Spring  Term. — General  review  of  exercises  of  fall  and  winter. 
Long  wands.  Indian  clubs.  Running. 

In  addition  to  the  above  those  who  desire  it  are  instructed  in  jump- 
ing and  in  work  on  the  parallel  bars. 


VIII.  Latin  and  Greek. 

Clara  B.  Way. 


The  aim  of  this  department  is  twofold — teaching  and  training. 
Both  courses  are  so  arranged  as  to  give  the  requisite  knowledge,  and  to 
train  the  teachers  that  they  may  be  able  to  give  such  instruction  in 
either  language  as  will  secure  for  their  pupils  admission  to  the  classical 
course  of  our  colleges  and  universities, 


State  Normal  University. 


31 


LATIN  COURSE. 

This  course  requires  nine  terms  for  its  completion.  The  authors 
read  are  : Caesar,  Sallust,  Ovid,  Vergil,  and  Cicero.  Selections  from 
other  authors  are  used  as  supplementary  reading. 

The  first  year  is  spent  in  acquiring  the  elements  of  the  Latin  lan- 
guage, in  securing  a vocabulary  by  means  of  inter-language  transla- 
tions, and  in  gaining  a knowledge  of  the  fundamental  principles  of 
Latin  syntax. 

In  the  second  year,  the  work  begins  with  a review  of  grammatical 
forms,  and  also  of  the  chapters  of  Caesar  already  read,  and  continues 
with  the  same  author  until  there  is  more  or  less  ability  in  sight  reading. 
The  translation  of  Sallust  prepares  the  way  for  the  work  of  the  next 
year  in  Cicero ; while  the  poetry  of  Ovid  with  its  shorter  sentences  and 
easier  construction,  helps  to  a better  understanding  of  Vergil’s  more 
complicated  structure  and  arrangement  of  sentences. 

The  last  three  terms  of  the  course  are  divided  between  Vergil  and 
Cicero,  increasing  attention  being  given  to  Prosody,  and  also  to  the 
smoothness  and  accuracy  of  the  language  employed  in  translations. 

All  through  both  the  Latin  and  the  Greek  course,  prose  composi- 
tion, sight  reading,  map  drawing,  and  essays  on  grammatical  and  his- 
torical topics,  are  used  as  valuable  helps. 

GREEK  COURSE. 

(Optional.) 

The  first  year  of  this  course  is  given  to  the  study  of  a standard 
First  Greek  Book  ; this  conducts  the  student  through  the  common 
forms  and  inflections  of  the  language,  acquaints  him  with  the  leading 
principles  of  its  syntax,  gives  him  a distinct  picture  of  the  Greek  sen- 
tence, and  furnishes  him  with  a short  course  of  preparatory  reading. 
A few  chapters  from  the  Anabasis  give  a foretaste  of  the  work  of  the 
next  year. 

The  second  year  continues  the  reading  of  the  Anabasis,  includes 
selections  from  the  Memorabilia  and  from  other  Greek  prose,  and  gives 
the  student  familiarity  with  Homeric  style,  Homeric  dialect,  and  Ho- 
meric syntax  as  found  in  the  Iliad. 


IX.  German. 


German  is  an  optional  study,  and  may  be  substituted  for  Latin  or 
Greek.  After  several  years  omission  from  the  course,  it  has  been  added 
th|s  year.  There  are  now  in  the  spring  term  two  classes,  which  began 


32 


Southern  Illinois 


last  September,  and  one  class  organized  this  term;  the  two  former 
have  followed  texts:  Collar’s  Eysenbach,  a book  of  vocabularies,  ex- 
ercises for  translation  and  grammar,  and  Joynes’  Reader.  One-third 
of  the  recitation  hour  is  spent  on  the  Eysenbach,  the  rest  in  reading. 
The  r view  reading  is  largely  done  by  some  one  pupil,  the  others  listen- 
ing with  books  closed.  As  far  as  practicable,  only  German  is  spoken  in 
the  class,  the  lessons  furnishing  enough  material  for  conversation. 

The  students  have  supplied  themselves  with  the  Bible  or  the  New 
Testament  in  German  for  Sunday  reading.  German  newspapers  have 
been  given  them,  from  which  they  read  to  the  class  what  they  have 
found  interesting.  The  geography  of  Germany,  and  the  lives  and 
writings  of  its  greatest  writers,  have  formed  the  topics  for  some  of  the 
conversations. 

In  the  new  class,  conversation  is  the  method  of  acquiring  the  lan- 
guage; no  text-book  has  yet  been  used.  The  auditory  perception  and 
memory  are  appealed  to  first,  and  constantly,  supplemented  by  black- 
board and  note  books. 

In  all  the  classes,  committing  to  memory  prose  and  poetry  forms  a 
considerable  part  of  the  work;  the  pupils  meet  occasionally  to  sing  the 
poems. 

This  course  aims  at  securing  proficiency  in  these  four,  named  in 
the  order  of  their  importance  for  us:  Reading,  understanding  the 
speech,  speaking,  writing,— reading  for  fullness,  hearing  and  speaking 
for  readiness,  writing  for  exactness.  Besides  the  above,  the  students, 
as  future  teachers,  have  frequently  had  their  attention  called  to  the 
methods  used,  to  ihe  reason  for  adopting  one  course  or  for  avoiding 
another,  the  relation  between  the  German  and  English  languages,  and 
to  such  references  especially  as  bear  upon  German  education. 


HIGH  SCHOOL  DEPARTMENT. 


The  High  School. 

The  High  School  has  lately  been  organized.  It  meets  the 
wants  of  a large  number  of  young  men  and  young  women  com- 
ing from  Southern  Illinois  and  adjoining  states,  who  do  not 
wish  to  take  up  the  work  of  the  teacher,  but  who  wish  to  fit 
themselves  for  college  or  for  business.  Usual  Courses  of 
Study, 


Classen  Physical  Training. 


Class  in  Physical  Training. 


State  Normal  University. 


33 


PREPARATORY  DEPARTMENT. 


The  Preparatory  Department  consists  of  the  Primary 
School  and  the  Grammar  School.  Each  of  these  schools  has 
a course  of  four  years,  and  together  they  make  an  eight  years’ 
course  similar  to  that  of  the  Public  Schools. 

In  these  schools  the  students  of  the  Normal  Department 
do  the  teaching  required  for  graduation.  They  take  charge  of 
the  various  classes,  and  put  into  practice  the  theories  of  gov- 
ernment, discipline,  and  instruction  which  have  been  subjects 
of  study  in  the  Normal  Course. 

The  teaching  is  done  under  the  immediate  supervision  of 
the  training  teachers. 

In  this  department  the  following  general  principles  are 
practically  recognized  as  the  basis  of  teaching: 

1.  Education  is  a growth. 

2.  To  produce  symmetrical  growth  all  the  powers  of  the 
child  should  be  exercised. 

3.  Growth  should  result  in  the  power  of  the  child  to  con- 
trol himself. 

4.  Growth  is  the  process  of  co-ordinating  the  new  with 
the  old. 

5.  The  teacher’s  whole  duty  is  to  furnish  conditions  for 
the  proper  exercise  of  the  activities  necessary  to  produce  the 
growth. 

6.  Attention,  fixed  by  interest  on  the  part  of  the  child; 
and  patience,  sustained  by  a knowledge  of  the  conditions  of 
natural  development,  on  the  part  of  the  teacher,  are  the  ele- 
ments that  bring  success  in  teaching. 


I.  Grammar  School. 

George  W.  Smith— 7th  and  8th  grades. 

Ann  C.  Anderson — 5th  and  6th  grades. 

The  work  of  this  school  is  arranged  to  fit  pupils  who  have  com- 
pleted the  Primary  School  studies,  for  the  Normal  Department  or  the 
High  School.  This  is  also  a general  preparatory  school  for  all  wh 


34 


Southern  Illinois 


need  to  give  special  attention  to  one  or  more  branches  before  admission 
to  the  higher  schools. 

The  coarse  runs  through  four  years,  and  fits  students,  of  proper 
age,  for  examination  for  second  grade  certificate. 


COURSE  OF  STUDY. 


STUDIES. 

5th 

Grade. 

6th 

Grade. 

7th 

Grade. 

8th 

Grade. 

12  3 

4 5 6 

7 8 9 

10  11  12 

Reading 

* * * 

* * 

* 

Language 

* * * 

* * * 

Grammar 

* * * 

Writing  and  Drawing 

* * * 

* * * 

Writing 

* * * 

History 

* * * 

* * * 

Drawing 

* * * 

Vocal  Music 

* * * 

* * * 

Arithmetic 

* * * 

* . .* 

* * * 

* * 

Geography 

* * * 

Science 

* * * 

Physiology 

* 

Zoology  

* 

Physics 

* 

Botany 

* 

Physical  training 

See  Prim 

ary  Scho 

ol  Syllab 

us 

SYLLABUS  OF  WORK. 

READING. 

In  the  fifth  grade  the  Fourth  Reader  is  completed. 

In  the  sixth  grade  entire  selections  from  standard  authors  are  used 
as  the  text  for  the  reading. 

Care  is  taken  to  develop  a love  for  the  best  in  literature,  that  by 
this  love  the  child  may  be  guided  in  his  after  reading  to  select  the  best 
books.  The  books  used  in  this  grade  are  Lamb’s  Tales  from  Shake- 
speare, Hiawatha,  Ruskin’s  King  of  the  Golden  River,  Irving’s  Sleepy 
Hollow,  and  others  of  like  grade. 

In  the  seventh  and  eighth  grades  the  reading  matter  is  selected 
from  the  choicest  American  literature.  Much  care  is  taken  to  lead  the 
children  to  see  the  “pictures”  in  the  selections  studied. 

The  object  of  the  instruction  is  (1)  to  secure  a free  and  natural 
oral  expression  of  the  matter  read;  (2)  to  fix  in  the  child  a love  of  good 
literature,  and  the  habit  of  pure  and  noble  thinking. 


State  Normal  University. 


35 


To  connect  the  subject  of  Reading  to  that  of  Language  the  pupil 
is  required  to  reproduce,  in  whole  or  in  part,  the  selections  studied. 
Constant  use  is  made  of  the  dictionary  and  other  reference  books. 

The  selections  are  from  Burroughs,  Longfellow,  Hawthorne,  Cooper, 
Irving,  Bryant,  Lowell,  etc. 


LANGUAGE. 

In  the  fifth  grade  a text-book  is  used  as  a general  guide  in  the 
study  of  Language.  Besides  this  work  two  other  lines  are  carried  on, 
(1)  reproduction  of  stories  taken  from  Bulfinch’s  Age  of  Pab'e,  Haw- 
thorne’s Tanglewood  Tales,  and  other  similar  sources;  (2)  the  analysis 
of  poems.  This  is  done  by  the  children  under  the  direction  of  the 
teacher  while  speaking  the  stanzas  of  the  poems,  one  by  one.  The 
graphic  mental  pictures  made  during  the  reciting  concentrates  the 
thought  so  that  the  words  are  readily  recalled.  Afterward  the  poems 
are  written  from  memory. 

In  the  sixth  grade,  language  as  a separate  study  is  dropped  and 
the  principles  previously  learned  are  applied  in  study  in  the  prepara- 
tion of  written  work  on  subjects  taught  in  that  branch. 

The  plan  of  the  seventh  grade  work  is  similar  to  that  of  the  two 
previous  years,  and  has  for  its  object  the  correct  expression  of  the 
child’s  own  thought. 

Thought  is  stimulated  through  imagination  and  memory.  The 
work  of  the  teacher  is  to  present  the  proper  material  for  thought- 
growth,  and  to  assist  the  pupil  to  form  correct  expression. 

This  thought-growth  is  secured  by  increasing  the  pupil’s  vocabu- 
lary, strengthening  his  memory,  and  developing  his  imaginative  powers. 

To  prepare  for  the  study  and  analysis  of  the  thought  of  others,  the 
pupil  is  made  acquainted  with  the  forms  of  thought-expression.  These 
forms  include  the  forms  of  sentences,  punctuation,  parts  of  speech, 
paragraphing,  etc. 


GRAMMAR. 

The  aim  of  the  grammar  work  is  to  enable  the  pupil  to  think  read- 
ily in  the  forms  of  the  correct  English  sentence. 

The  plan  is  to  continue  the  practice  of  sentence-building  and  sen- 
tence-analyzing begun  in  the  language  work. 

As  the  sentence  is  the  unit  in  thought,  so  it  should  be  the  unit  of 
work  for  the  pupil.  Short,  easy  sentences  are  studied  and  enlarged  by 
the  ad  ition  of  word,  phrase,  and  clause  elements.  When  the  pupil 
knows  well  the  structure  of  simple  and  complex  sentences,  some  time 
is  spent  in  the  study  of  the  modifications  of  the  parts  of  speech. 


36 


Southern  Illinois 


The  proper  use  of  the  irregular  forms  of  words  is  taught  by  requir- 
ing pupils  to  use  such  words  in  original  sentences. 

During  the  latter  third  of  the  year  the  structure  of  sentences  is 
studied  quite  closely  and  the  rules  governing  construction  learned. 

WRITING  AND  DRAWING. 

Writing  and  drawing  are  carried  on  in  such  a way  as  to  give  half 
the  time  of  one  study  to  each  of  them.  The  writing  occupies  the  first 
three  days  of  the  first  week  and  the  first  two  days  of  the  second  week, 
and  so  alternates  throughout  the  term.  The  drawing  occupies  the  re- 
maining half  of  the  time. 


WRITING. 

The  aim  is  to  have  all  the  work  done  with  the  muscular  movement, 
to  have  the  pupils  acquire  the  style  of  writing  which  shall  be  theirs 
when  grown,  and  to  know  how  to  arrange  in  good  form  any  ordinary 
papers  written  in  social  or  business  life.  These  are  accomplished  by 
daily  practice  upon  movement  exercises,  many  of  which  are  combina- 
tions of  the  various  letters.  Each  letter  is  studied  separately  in  both 
small  and  capital  form.  The  correct  manner  of  joining  letters,  the 
spacing  of  words  in  sentences,  and  the  spacing  of  sentences  are  noted. 

The  acquired  knowledge  is  then  put  into  practice  in  writing  notes, 
drafts,  checks,  receipts,  orders  for  goods,  friendship  letters,  etc. 

At  this  stage  unruled  paper  is  put  into  the  hands  of  the  children, 
who  now  work  upon  difficult  movement  exercises  and  write  from  copy 
and  dictation. 

HISTORY. 

In  the  sixth  grade,  a primary  History  of  the  United  States  is  studied 
with  special  reference  to  the  manners  and  habits  of  the  people,  the 
character  of  individuals,  the  moral  lessons  to  be  gained  and  the  acqui- 
sition of  stories  for  use  in  language  lessons.  In  connection  with  col- 
onial history  Hiawatha  and  Miles  Standish  are  read.  Biographies  of 
noted  Americans,  such  as  Washington  (Scudder),  Franklin,  and  Lin- 
coln, are  studied.  Lines  of  thought  suggested  in  the  history  are  fol- 
lowed out  in  reading,  at  home,  books  taken  from  the  library  of  this  de- 
partment. Among  these  are  The  Story  of  Liberty,  Boys  of  ’76,  and 
Boys  of  ’61. 

In  the  eighth  grade,  history  is  studied  from  a regular  text.  Chil- 
dren naturally  locate  incidents  in  time  and  place.  Hence  the  close  re- 
lation of  history  and  geography.  A pupil  does  not  know  a historical 
fact  until  he  knows  the  time  (approximately)  and  the  place  definitely. 


State  Normal  University. 


37 


One  of  the  highest  duties  of  an  American  citizen  is  to  contribute  to 
the  perpetuity  of  our  free  institutions.  A study  of  history  which  does 
not  lead  the  pupil  to  appropriate  that  which  is  pure  and  noble  in  the 
lives  of  others,  and  shun  that  which  is  false  and  ignoble,  fails  in  that 
for  which  this  study  is  introduced  into  the  school  course. 

Near  the  close  of  the  year  a few  weeks  are  devoted  to  the  study  of 
the  Constitution  of  the  United  States. 

DRAWING. 

Drawing  is  studied  under  three  heads. 

Construction. — Drawings  made  from  objects,  showing  two  and  three 
views,  also  sectional  views.  Measurements  taken  from  objects  and  fig- 
ured drawings  made.  Instrumental  work — problems  applied  in  working 
drawings. 

Representation. — Drawings  from  objects,  cylindrical  and  rectangu- 
lar. Arrangement  of  groups — work  freehand.  The  aim  is  to  teach  the 
pupils  to  see  correctly,  and  then,  by  practice,  to  give  them  the  ability 
to  express  what  they  see. 

Decoration. — Drawings  of  leaves  and  flowers  from  nature — arrange- 
ment in  design.  Copying  and  enlarging  examples  of  historic  ornament. 
Talks  given  on  the  different  styles  and  illustrations  shown.  Work  on 
the  blackboard,  from  memory,  and  from  dictation  is  also  given. 

MUSIC. 

In  the  fifth  and  sixth  grades,  much  of  the  drill  work  of  the  previous 
year  should  be  reviewed.  As  advanced  work,  the  children  should  vocal- 
ize many  of  the  easier  exercises,  thus  showing  their  power  to  think  in 
tones.  The  first  music  reader  should  be  completed.  The  children 
should  be  able  to  sing  readily  either  of  the  parts  in  simple  two-part 
music,  and  to  give  the  time-names  and  to  keep  the  time  in  any  unbroken 
measure. 


ARITHMETIC. 

The  arithmetic  work  for  the  fifth  grade  is  based  upon  an  elemen- 
tary text-book.  The  year’s  work  covers  the  fundamental  operations, 
common  and  decimal  fractions,  and  their  application  to  applied  prob- 
lems in  U.  S.  money. 

Especial  attention  is  given  to  the  tables  in  multiplication  and  divis- 
ion, and  to  the  correct  forms  of  oral  analysis  in  the  written  work. 
Much  of  the  work  in  common  fractions  is  done  by  inspection,  but 
enough  written  work  is  given  to  acquaint  the  child  with  the  written 
forms. 


38 


Southern  Illinois 


The  sixth  grade  takes  up  the  work  with  denominate  numbers.  The 
school  is  supplied  with  measures,  weights,  etc.,  for  teaching  objectively 
this  work.  Mensuration  of  rectangular  surfaces  and  solids  is  taught 
from  actual  measurements.  Rules  are  made  by  the  children  under  the 
direction  of  the  teacher  when  the  process  has  been  grasped.  During 
the  spring  term  of  this  year  the  work  is  confined  to  the  subject  of  per- 
centage and  its  applications.  The  work  is  brought  close  to  the  children 
by  comprehensive  talks  upon  those  business  transactions  in  which  per- 
centage calculations  are  involved. 

In  the  seventh  and  eighth  grades,  a “ practical  ” arithmetic  is  the 
basis  of  the  work,  and  all  subjects  usually  treated  in  such  books,  are 
studied,  except  powers  and  roots. 

Groups  of  ones  studied  as  wholes.  In  addition,  accuracy  and  ra- 
pidity are  the  aims.  Subtraction  is  shown  to  be  a process  of  separating 
a given  number  (minuend)  into  two  parts,  one  of  which  corresponds  to 
another  number  called  subtrahend.  Multiplication  comprehends  the 
process  of  uniting  into  one  number  a given  number  of  equal  numbers  of 
the  same  kind.  Division  includes  division  proper,  and  “partition.” 

Numbers  below  144  are  factored  by  inspection.  Fractions  are 
taught  from  the  actual  divisions  of  objects,  and  the  operations  in  both 
common  and  decimal  fractions  shown  to  be  the  same  as  those  govern- 
ing integral  operations.  Denominate  numbers  are  studied  from  actual 
weights  and  measures.  A thorough  mastery  of  percentage  depends 
upon  an  earlier  mastery  of  common  and  decimal  fractions.  Interest  and 
kindred  subjects  can  be  comprehended  fully,  only  when  the  pupil  has 
become  somewhat  familiar  with  the  business  transactions  in  which 
these  subjects  are  involved. 


GEOGRAPHY. 

Geography  is  one  of  the  five  studies  of  the  seventh  grade.  The 
pupils  use  a complete  descriptive  geography  as  a basis  of  study. 

The  work  takes  up  the  notions  of  position,  form,  direction,  distance, 
motion,  etc.,  as  a means  of  developing  concepts  with  which  to  work  in- 
telligently when  the  study  becomes  an  imaginative  one. 

The  home  geography  is  studied  first.  The  ideas  of  climate,  winds, 
ocean  currents,  mountains,  and  other  physical  features,  together  with 
forms  of  government,  society,  customs,  products,  commerce,  etc.,  are 
brought  out. 

The  continents  are  studied  in  the  following  order  : North  America, 
South  America,  Europe,  Asia,  Africa,  Oceana.  As  the  work  proceeds, 
the  similarities  and  contrasts  in  the  physical  features  are  studied. 

Map-drawing  and  supplementary  reading  are  required. 


State  Normal  University. 


39 


SCIENCE. 

For  description  of  the  science  of  the  fifth  grade,  see  outline  for 
Primary  School. 

In  the  sixth  grade  a text-book  is  used  for  the  first  time.  Before 
this  time  the  science  has  been  in  the  form  of  observation  lessons  and 
field  work. 

With  the  book  the  children  take  up,  in  the  fall,  the  study  of  ani- 
mals; in  the  winter,  air,  water,  heat,  light,  etc.;  in  the  spring,  plants. 
For  purpose  of  this  work  see  sixth  grade  Language. 

The  science  work  of  the  seventh  and  eighth  grades  has  for  its 
objects  to  form,  in  the  pupil,  the  habit  of  intelligent  and  systematic 
observation,  to  acquaint  him  with  a few  of  the  simpler  laws  of  nature 
and  to  develop  in  him  a proper  regard  for  their  observance,  and  to  en- 
large his  fund  of  general  information  and  awaken  a love  for  nature. 

The  science  work  also  presents  an  excellent  opportunity  for  the 
cultivation  of  the  child’s  powers  of  expression. 

PHYSICAL  TRAINING. 

See  Primary  School. 


Primary  School. 

(Ages  of  Children , 6 to  10.) 

Ann  C.  Anderson. 

Supervisors. — George  W.  Smith,  Number;  Martha  Buck,  Lan- 
guage; Matilda  F.  Salter,  Drawing;  Inez  I.  Green,  Geography. 

Physical  Training.—  Mary  A.  Robarts. 

Four  years  constitutes  the  course  in  this  school,  but  the  work  is  so 
plapned  that  another  year  (called  the  A-third  grade)  may  be  added,  if, 
on  account  of  ill  health,  immaturity,  or  need  of  more  drill  on  elemen- 
tary branches,  more  time  in  this  school  would  be  profitable  to  one  or 
more  of  the  pupils.  By  this  plan  children  may  spend  two  years  on 
third  year  work  and  then  pass  into  the  fourth  grade,  or  they  may  pass 
from  the  third  to  the  fourth  grade,  or  from  the  A-third  to  the  fifth, 
according  to  their  ability,  without  detriment  to  them  or  to  the  class. 
The  second  year  of  the  third  grade  is  more  advanced  than  the  first,  but 
the  same  branches  are  studied.  The  outline  for  this  intermediate  year 
is  not  given  in  this  course. 

No  part  of  the  child’s  life  is  so  important  as  the  first  years.  For 
this  reason  the  outline  of  the  Primary  School  is  given  in  full. 

In  the  Primary  School  the  studies  are  more  concentrated  than  they 
are  in  the  higher  grades.  No  one  study  excludes  the  others.  Each  is 


40 


Southern  Illinois 


included  in  all  and  all  in  each.  In  the  outline  an  attempt  is  made  to 
show  this  unity. 

Picture-making  with  pencil  and  water-colors  is  encouraged  through- 
out all  the  grades.  This  is  used  as  a means  to  express  thought. 
Water-colors  have  been  found  to  be  especially  useful  in  science  work. 


Course  of  Study. 


FIRST  GRADE. 

BEADING. 

A child’s  life  in  school  should  be  an  enlargement  of  his  former  self. 
At  first  no  new  ideas  are  needed;  but  those  he  has  acquired  are  to  be 
recognized  through  a new  medium — written  words.  The  following  first 
steps  are  believed  to  be  so  arranged  that  each  is  a sequence  to  the  pre 
ceding  one.  They  together  form  a gradual  progression  in  learning  to 
read. 

1.  Oral  expression  of  thought  in  complete  answers  to  questions 
(conversations).  This  is  to  secure  the  correct  form  for  the  unit  of 
thought,  the  sentence. 

2.  The  written  form  of  action-words,  for  the  action-word  is  the 
soul  of  the  sentence;  the  idea  presented  before  the  word. 

3.  Pictures  with  action-words,  forming  sentences. 

4.  Names  of  the  members  of  the  class  with  action-words,  forming 
sentences. 

5.  Analysis  of  words  into  sentences. 

6.  Synthesis  of  sounds  into  words. 

7.  Other  words  as  needed;  connecting  words  require  special  drill. 

8.  Print  introduced  after  the  thorough  mastery  of  about  one  hun- 
dred words  in  script.  (See  first  grade  Reading  Chart,  in  Exhibit.) 

The  equivalent  of  three  easy  First  Readers  the  first  year.  Trans- 
lating print  into  script  by  copying  words  and  sentences  from  the 
readers.  Original  sentences  as  soon  as  the  power  of  abstracting  is 
developed. 

Conserve  energy  by  preventing  errors.  Secure  right  thinking  and 
correct  habits  by  so  conditioning  the  child  that  the  right  will  be  easier 
than  the  wrong. 

To  be  profitable,  thought  must  be  in  every  step. 

Working  Material. — In  this  grade  the  teacher  of  reading  should  be 
ready  with  the  crayon  in  picture-making,  and  he  should  be  also  a good 
penman.  Many  objects  are  useful,  but  these  qualities  are  indispensable. 


Music  Class,  Fifth  and  Sixth  Grades. 


Practice  Teacher  and  Class. 


State  Normal  University. 


41 


NUMBER. 

Conversation  lessons  for  a few  days  to  determine  the  child’s  knowl- 
edge of  number.  The  child  learns  to  observe  “how  many”  in  objects, 
actions,  and  sounds.  He  is  led  to  see  a two,  a three,  or  a four  of  ob- 
jects in  and  among  other  objects.  Familiar  objects  in  and  about  the 
room  are  used. 

Children  are  led  to  abstract  the  number  from  the  objects  before 
them,  by  asking  them  to  tell  the  “how  many”  of  objects  and  parts  of 
familiar  objects  about  home. 

Children  are  taught  to  make  accurate  and  rapid  observations  about 
the  “how  many”  by  means  of  sight  cards.  All  the  fundamental  opera- 
tions in  number  below  eleven  are  learned  the  first  year.  The  halves  of 
2,  4,  6,  8,  and  10;  the  thirds  of  3,  6,  and  9;  the  fourths  of  4 and  8,  and 
the  fifths  of  5 and  10  are  learned  and  treated  as  ones. 

The  work  for  the  year  is  carried  on  under  three  heads,  namely: 
(1)  Finding  out  the  number  facts.  This  is  done  by  requiring  the 
pupil  to  handle  sensible  objects.  When  the  fact  has  been  reached  much 
care  is  taken  that  the  child  states  the  fact  in  clear  and  concise  lan- 
guage. (2)  Fixing  the  number  fact  in  the  child  as  a part  of  himself. 
This  is  done  by  requiring  each  pupil  to  state  the  fact,  which  is  after- 
ward fixed  by  concert  drill.  (3)  Applying  the  number  facts  in  the 
making  and  solving  of  problems.  The  children  make  these  problems 
concerning  the  buying  of  pencils,  oranges,  marbles,  etc.;  also  about 
birds,  eggs,  chicks,  pigs,  etc. 

Material. — The  materials  used  in  the  work  of  the  first  year  are 
splints,  beads,  shells,  pebbles,  inch  cubes,  foot-rulers;  pint,  quart,  and 
gallon  measures;birds  (mounted),  number  chart,  and  blackboard,  by  the 
means  of  which  the  practice-teacher  illustrates  the  work,  thus  develop- 
ing in  the  child  the  power  of  expressing  number  facts  by  drawing  and 
writing.  The  work  during  this  year  is  drawn  either  from  numbers  of 
objects  or  from  pictures  in  which  the  “how  many”  is  a prominent 
feature. 

LANGUAGE  AND  LITERATURE. 

Language  is  a training  that  should  result  in  correct  and  fluent  use 
of  English.  The  first  steps  toward  this  end  are  teaching  correct  sen- 
tence forms  and  correcting  prevalent  errors. 

The  material  for  this  drill  is  furnished  by  the  children,  as  they  re- 
port daily  on  things  they  see  and  hear  (field  observations),  and  in  re- 
telling stories  told  to  them. 

Stories  told  the  first  year  are  The  Little  Red  Hen,  Three  Little 
Pigs,  The  Fox  and  the.  Crane,  The  Fox  and  the  Crow,  and  The  Dog  and 
the  Shadow.  Many  of  these  are  taken  from  iEsop.  (See  First  Year 
Language  Chart.) 


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Southern  Illinois 


The  literature  of  the  first  year  consists  in  the  analysis  of  several 
simple  poems.  The  poems  are  spoken  to  the  children  and  they  attempt 
to  reproduce  them.  The  poems  used  are  Come  Back  Little  Birdie;  Two 
Little  Blackbirds;  Five  Little  Rabbits;  Sleep,  Baby,  Sleep;  Little  Boy 
Blue;  and  Pussy  Cat. 

WRITING. 

Material. — Special  ruled  slates  and  paper. 

Writing  is  first  mere  copying  of  words  learned  in  the  reading  and 
other  lessons.  Accurate  mental  pictures  of  single  letters  are  produced 
by  writing  in  the  air  and  by  tracing  on  slates  and  paper.  Correct 
position  and  movement  are  attempted  from  the  first.  Efforts  are  made 
to  bring  all  written  work  up  to  the  standard. 

The  entire  alphabet  of  small  letters  and  some  capitals  are  learned 
during  the  first  year. 

DRAWING. 

The  work  of  this  year  is  from  study,  taught  to  develop  the  percep- 
tive faculties.  By  it  the  child  learns  to  observe  and  by  it  he  gains  a 
means  of  expressing  his  ideas.  It  is  a help  to  him  in  all  his  studies  and 
is  taught  with  this  in  view. 

The  first  year’s  work  gives  the  child  ideas  of  form  as  he  handles 
the  solids  and  makes  them  in  clay.  The  type  forms  used  are  the  sphere, 
cube,  and  cylinder.  He  finds,  thinks  of,  and  models  objects  like  these. 
He  learns  to  use  and  to  write  the  names  for  the  type  forms. 

The  circle,  square,  and  oblong  are  developed  from  the  type  forms 
made  in  clay;  the  same  forms  are  cut  in  paper,  and  the  square  and  ob- 
long are  laid  with  sticks.  Similar  forms  are  also  made. 

The  primary  colors,  yellow,  red,  and  blue,  are  taught  in  this  year. 

MUSIC. 

Five  minutes  each  day. 

In  the  order  of  development  the  recognition  of  tones  precedes  the 
recognition  of  spoken  words.  Tone  perception  is  readily  cultivated 
very  early  in  the  child’s  school  life.  Deal  with  the  tone,  not  with  its 
sign.  Direct  the  child’s. mind  to  the  invisible  things,  not  to  the  signs 
of  these  things,  and  he  will  learn  to  think  in  tones  as  he  thinks  in 
words,  in  numbers,  and  in  colors.  Thought  should  precede  each  step 
in  music  as  certainly  as  it  does  precede  each  step  in  effective  reading. 

The  steps  to  be  taken  the  first  year  are  as  follows : Soft,  pure 
tones  al  \ ays.  The  scale  as  a unit.  Interval  practice  by  calling  the 
numbers  of  the  scale  and  getting  the  tone  in  response.  Modulator 
practice  to  secure  change  from  any  tone  of  one  scale-picture  to  one  of 
any  other.  Two-part  time.  Easy  sight  reading  from  the  staff. 


State  Normal  UnIversity. 


43 


SCIENCE. 

Purpose . — To  enlarge  the  child’s  sympathy  and  to  broaden  his 
range  of  knowledge;  to  cultivate  perception,  memory,  and  judgment, 
that  he  may  become  a close  observer,  an  accurate  reporter,  and  a dis- 
criminating judge. 

Field-ivork. — Reports  upon  observations  are  made  during  general 
exercises,  in  language  or  whenever  they  apply.  Observations,  though 
general,  are  so  directed  as  to  bring  under  notice  points  useful  for  future 
classification.  Individual  work  is  the  best.  The  discoverer  benefits 
the  class  hardly  less  than  he  benefits  himself. 

Material  for  the  First  Year. — Chiefly  what  is  seen  and  heard. 

Insects  and  birds  in  the  fall. 

Domestic  animals  in  the  winter. 

Birds,  buds,  seeds,  leaves,  flowers,  and  insects,  in  the  spring. 

N.  B. — All  general  principles  and  directions  given  for  the  First 
Year  apply  throughout  the  Primary  School. 

SECOND  GRADE. 

READING. 

The  distinctive  features  of  the  work  of  this  year  are  two.  (1) 
Quick  sighting  of  words  by  means  of  their  phonic  elements,  and  (2) 
writing  words  from  dictation  (spelling).  The  facts  to  be  learned  of  a 
word  are  the  letters  needed  for  writing  the  word;  and  the  sounds,  the 
syllables,  and  the  accent,  needed  for  reading  the  word.  The  ability  to 
cover  these  four  points  depends  upon  the  power  to  abstract  the  word. 
To  some  extent  this  power  is  acquired  in  the  first  year,  but  there  are 
hundreds  of  words  read  by  the  children  which  they  cannot  write  from 
memory.  In  the  second  year  they  begin  to  bring  the  power  of  reading 
and  the  power  of  writing  more  nearly  parallel. 

Until  the  child  is  independent  of  such  help,  he  is  assisted  to  the 
correct  pronunciation  of  the  difficult  words  before  studying. 

Simple  homonyms — there,  their;  know,  no;  etc.,  are  taught  by  their 
use  in  appropriate  sentences. 

Material. — The  equivalent  of  two  advanced  First  Readers,  and  the 
first  part  of  one  Second  Reader,  are  read  in  this  year.  Blackboard 
and  crayon  for  picture-making.  Special  ruled  paper  and  pencils. 

NUMBER. 

The  work  of  the  first  year  reviewed  to  secure  familiarity  with  the 
forms  of  thinking  in  number. 

Numbers  between  10  and  20  are  shown  to  be  a ten  and  a certain 
number  of  ones.  Bundles  of  tens  worked  with  as  ones. 

Children  interpret  from  the  number  chart  the  written  forms  for 
the  fundamental  operations  and  illustrate  them  by  means  of  splints, 


44 


Southern  Illinois 


blocks,  etc.  They  solve  problems,  giving  a very  simple  analysis.  A 
few  of  the  simpler  measures  are'  handled  by  the  children  in  actual 
measurements. 

All  the  number  facts  learned  are  applied  in  the  making  and  solv- 
ing of  original  problems  by  the  pupils. 

The  work  of  the  year  should  result  in  an  ability  on  the  part  of  the 
pupils  to  interpret  symbols  (figures)of  numbers,  and  signs  (+, — , X, 
of  numerical  operations  through  twenty. 

Materials. — These  are  the  same  as  in  first  year,  with  the  addition 
of  work  with  pencil  and  paper,  yard  stick,  and  actual  division  of  ob- 
jects to  teach  fractions. 

LANGUAGE  AND  LITERATURE. 

The  work  of  the  second  year  is  similar  to  that  of  the  first,  except 
that  the  children  are  required  to  do  more  written  work.  iEsop’s  fa- 
bles, and  stories  of  familiar  animals,  are  used  chiefly  for  the  language. 
Many  of  these  stories  are  reproduced  in  writing,  but  before  the  chil- 
dren are  asked  to  write,  the  forms  of  the  words  are  made  familiar  to 
them,  and  also  such  technical  points  as  will  be  needed  to  put  into  cor- 
rect form  the  story  which  they  are  asked  to  write. 

The  literature  of  this  year  consists  of  the  oral  analysis  of  several 
simple  poems,  recited  by  the  teacher  to  the  children.  Some  part  of  the 
poem  must  be  remembered  and  given  back  to  the  teacher.  Before  the 
end  of  the  year  the  children  are  asked  to  reproduce  some  of  these 
poems  in  writing,  from  memory.  It  is  expected  that  both  stories  and 
poems  shall  be  held  in  memory  ready  for  repetition. 

Some  of  the  poems  used  are:  A Million  Little  Diamonds,  The 
Little  Seed,  A Week  of  Work,  What  Does  Little  Baby  Say?  and 
Seven  Times  One.  (See  Second  Grade  Language  Chart.) 

WRITING. 

Material. — Special  ruled  paper  and  pencils. 

Daily  practice  of  free  movement  exercises. 

All  the  letters,  large  and  small,  in  the  order  of  the  alphabet. 

Peculiar  joining  of  letters. 

DRAWING. 

The  work  of  the  second  year  follows  the  same  plan  as  that  of  the 
first,  and  the  same  objects  are  held  in  view. 

The  type  forms  used  are  hemisphere,  square  prism,  triangular 
prism,  semicircle,  and  equilateral  and  isosceles  triangles. 

The  colors  are  orange,  green,  and  purple,  with  those  taught  in  the 
first  year. 


State  Normal  University. 


45 


MUSIC. 

Five  to  ten  minutes  each  day. 

Review  scale  and  interval  practice  and  spend  a term  or  more  on 
practice  from  the  modulator. 

Teach  two-part  (ta  ta)  and  three-part  (ta  ta  te)  time  and  practice 
sight-singing  from  the  easiest  exercises  in  many  of  the  keys,  from  the 
first  series  of  charts. 

Some  of  the  poems  learned  in  literature  may  be  profitably  sung  as 
rote  songs. 

SCIENCE. 

Field-work. — The  observations  of  the  second  year  are  on  the  same 
lines  as  those  of  the  first  year,-  but  the  children  will  see  and  hear  more 
things  in  the  second  year,  and  they  will  see  and  hear  these  things  more 
particularly.  Reports  are  made  in  response  to  roll-call,  at  general 
exercises,  in  language  or  whenever  they  will  apply. 

In  the  fall  notice  seeds,  fruits,  birds,  and  trees.  The  preparation 
of  trees  and  animals  for  winter. 

In  the  winter  notice  winter  birds,  domestic  animals,  wild  life, 
snow-flakes. 

In  the  spring  notice  returning  birds,  vegetation,  insects,  flowers. 

Material. — Colored  crayon,  colored  pencils,  water-colors  and 
brushes,  microscopes.  Objects  brought  in  by  the  children  and  brought 
from  the  museum  for  examination.  The  material  is  used  freely  by  the 
children  as  soon  as  they  show  a disposition  to  handle  the  articles  with 
care. 

THIRD  GRADE. 

READING. 

Dictation  forms  the  principal  work  of  the  third  year.  The  child 
is  thrown  more  upon  his  own  resources.  He  is  asked  to  do  original 
work,  but  the  chief  drills  are  intended  to  give  him  increased  power 
in  the  use  of  words,  to  establish  correct  habits  in  form,  to  cultivate  his 
memory,  and  to  increase  his  power  to  bring  his  thought  to  bear  upon 
any  subject  desired.  Some  of  the  methods  used  for  these  purposes  are 
given  below. 

Dictation  of  words,  stories,  and  poems;  reproduction  of  stories; 
pronunciation  drills;  and  memory  poems,  learned  by  concentration  of 
thought.  Defining,  developed  by  substituting  for  the  word  used  in  the 
book,  words  from  the  children’s  vocabularies.  Homonyms  learned  as 
the  children' discover  them. 

Material. — Two  Second  Readers  or  their  equivalent  are  mastered 
during  this  year.  Games  and  other  devices  are  used  to  keep  the  interest 
sustained,  but  the  distinction  between  work  and  play  is  kept  clearly  in 
mind.  As  far  as  practicable,  the  objects  read  about  are  brought  before 
the  class. 


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Southern  Illinois 


NUMBER. 

The  work  for  the  year  includes  operations  in  numbers  through  100. 

Tens  are  worked  with  as  ones  were  in  the  first  year.  The  child  is 
led  to  see  that  a hundred  is  made  up  of  tens  (bundles)  as  tens  are  made 
up  of  ones.  He  adds,  subtracts,  multiplies,  and  divides  (also  partitions) 
tens  as  ones.  He  learns  to  count  to  100  by  2’s,  4’s,  5’s,  etc.,  and  he  also 
learns  that  any  number,  as  76,  is  made  up  of  seven  tens  (bundles)  and 
six  ones.  He  reads  it  seven  tens  and  six  ones,  or  seventy-six. 

Toward  the  close  of  the  year  the  pupils  do  simple  written  work  in 
the  fundamental  operations.  This  written  work  is  illustrated  with  ob- 
jects by  teacher  and  pupils,  until  the  pupil  can  give  a clear  statement 
of  the  process  without  the  presence  of  the  objects. 

Material. — During  this  year  the  pupils  use  a text-book,  by  the  use 
of  which  they  learn  to  interpret  the  problems  through  words.  The 
number  chart  is  used  as  a means  of  drill  to  fix  number  facts.  The 
pupils  bring  in,  from  time  to  time,  the  written  solution  of  simple  prob^ 
lems,  and  other  written  matter  connected  with  the  study  of  number. 

LANGUAGE  AND  LITERATURE. 

The  language  lessons  of  this  year  are  carried  on  along  two  lines, 
oral  and  written.  Conversation  forms  the  basis  of  the  first,  and  dicta- 
tion exercises  and  short  essays,  of  the  second.  The  facts  for  conversa- 
tion and  essays  are  drawn  from  observation  (field-work),  books,  and 
talks  with  friends.  To  cultivate  system  in  writing,  the  essays  are  de- 
veloped from  suggested  outlines.  Very  crude  results  are  accepted  at 
first  if  the  work  is  the  child’s  own,  and  his  best.  The  dictation  exer- 
cises are  taken  usually  from  the  easier  of  JEsop’s  fables.  They  are 
used  as  form  studies. 

The  written  part  of  the  science  lessons  is  done  as  language;  the 
oral  part  finds  a place  in  any  recitation  to  which  the  facts  are  ap- 
plicable. 

The  literature  for  the  year  is  taught  by  means  of  the  following  or 
similar  poems:  The  Village  Blacksmith;  The  Christmas  Carol;  Hark, 
Hark,  My  Children,  Hark;  Corn;  and  Winter. 

WRITING. 

Material. — Special  ruled  paper  and  pens. 

Daily  practice  of  free  movement  exercises. 

The  small  letters  in  allied  groups:  a group  (a  d g q);  i group  (i  u w 
t);  in  group  (mnhy);l  group  (b  1 k f j z);  mixed  group  (c  e p r s x v); 
single  letter  (o). 

Peculiar  joinings  and  words  difficult  to  write. 

Review  of  the  capital  letters  in  allied  groups. 


State  Normal  University. 


47 


DRAWING . 

In  the  third  year  the  same  general  plan  is  followed  as  in  the  first 
two  years.  The  type  forms  are  ellipsoid,  ovoid,  cone,  and  pyramid. 

Dictation  exercises  on  the  blackboard  and  on  paper  and  some  draw- 
ing from  objects  give  the  opportunity  to  apply  these  type  forms  and 
those  learned  in  the  previous  years. 

MUSIC. 

Ten  to  fifteen  minutes  each  day.  To  develop  tone  perception,  con- 
tinue scale,  interval,  and  modulator  practice,  and  bring  the  children  to 
recognize  the  major  and  the  minor  seconds.  Practice  in  sight-singing 
as  in  the  second  year. 

SCIENCE. 

Field-work. — Attention  is  called  to  facts  for  special  observation, 
and  reports  are  heard  upon  these  points.  The  children  of  this  grade 
are  advised  to  keep  a field-book,  and  to  record  facts  as  they  observe 
them. 

Field-work  for  the  fall. — Fruits,  seeds,  fall  flowers  ; preparation 
of  trees  for  winter  ; preparation  of  insects,  and  animals  generally,  for 
winter ; migratory  birds  as  they  disappear  ; home  birds  in  winter. 

Field-work  for  winter. — The  sky  and  landscape;  rainfall,  snow; 
coats  of  animals,  fuel. 

Field-work  for  spring. — Coming  of  the  birds,  buds,  leaves,  seeds, 
flowers,  insects. 

Material. — This  is  the  same  as  in  the  previous  year. 

GEOGRAPHY. 

A study  of  the  child’s  mind  shows  his  observing  powers  to  be 
keener  and  more  active  than  his  reasoning  powers.  No  study  affords 
better  opportunity  for  developing  these  powers  than  geography. 

The  primary  purpose  of  teaching  geography  is  to  develop  in  the 
pupils’  minds,  concepts  corresponding  to  the  earth’s  surface. 

In  the  elementary  grades  the  process  of  thought  is  mainly  induc- 
tive. The  mental  powers  to  be  exercised  are  those  of  synthesis  and 
analysis,  the  latter  used  to  enhance  the  strength  of  the  former.  Color, 
form,  and  number  are  the  essential  factors  of  synthetic  power.  One 
important  part  of  work  in  primary  grades  is  the  formation  of  general 
notions  from  sense  products.  Field  lessons,  observations,  and  investi- 
gations should  form  the  essential  part  of  the  course.  “Talking”  and 
“Reading”  lessons  accompany  the  work  throughout  the  entire  course. 

During  the  first  two  years  many  facts  taught  in  language,  drawing, 
and  number,  constitute  the  basis  of  the  formal  study  of  geography, 
which  is  begun  in  the  third  year.  Some  of  these  facts  are  impressions 
of  form  from  handling  and  molding  solids  ; ideas  of  surface  ; direction; 
points  of  the  compass  ; location  ( place  ),  and  position  ; lines,  measures. 

In  the  third  year  the  formal  study  of  geography  is  begun  by  further 
developing  ideas  of  color,  form,  distance,  direction,  and  by  reviewing 
the  points  of  the  compass.  Distances  and  lengths  are  actually  meas- 
ured, and,  after  much  practice  with  the  unit  of  measure,  the  children 
are  tested  as  to  their  ability  to  judge  of  these  by  the  eye  alone. 


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48  Southern  Illinois 

The  plans  of  the  school-room  and  school-yard  are  drawn,  and  the 
idea  of  drawing  to  a scale  developed.  Maps  of  the  town  and  immediate 
vicinity  are  made  from  the  children’s  own  observation.  The  township, 
county,  and  State  are  taken  up  and  drawn  in  regular  order. 

A-THIRD  GRADE. 

See  Introduction. 

FOURTH  GRADE. 

Syllabus  omitted. 

PHYSICAL  TRAINING. 

Fifteen  minutes  each  day  is  devoted  to  physical  exercises. 

The  only  apparatus  used  is  a wooden  dumb-bell  of  light  weight. 

The  exercises  consist  in  seat  gymnastics;  marching;  free  arm,  leg, 
and  foot  exercises.  They  are  based  on  the  Swedish  and  German  sys- 
tems combined. 

All  movements  save  those  of  the  Swedish  are  regulated  by  the 
music  of  the  piano. 

OPENING  EXERCISES. 

A half  hour  each  morning  is  given  to  opening  exercises.  The  roll- 
call  is  followed  by  the  recitation  of  a few  verses  of  scripture,  a short 
prayer,  and  a hymn.  This  occupies  fifteen  minutes.  The  remainder 
of  the  half-hour  is  spent  in  either  singing,  teaching  through  games, 
repeating  selections  of  poetry  and  telling  stories,  or  in  free  conversa- 
tions about  things  which  the  children  have  observed.  The  last  exer- 
cise gives  excellent  opportunity  to  correct  prevailing  errors  of  speech. 
Much  of  the  science  work  in  the  lower  grades  is  done  at  this  time. 

LIBRARY  OF  THE  PREPARATORY  DEPARTMENT. 

The  children’s  library  consists  of  about  three  hundred  volumes  of 
general  reading  and  reference,  and  about  two  hundred  books,  in  differ- 
ent sets,  for  supplementary  reading.  Among  the  sets  for  supplement- 
ary reading  are  the  following  : 

Two  dozen  copies  of  iEsop’s  Fables,  used  for  language  work. 

Complete  sets  of  the  first  four  books  of  Johonnot’s  Natural  History 
Series,  used  for  reading,  science,  and  language. 

One  and  one-half  dozen  of  Ten  Boys  on  the  Road,  used  in  connec- 
tion with  fourth  grade  geography. 

One  and  one-half  dozen  of  Scudder’s  Life  of  Washington,  used  in 
history. 

Two  dozen  copies  of  The  King  of  the  Golden  River,  and  the  same 
of  Lamb’s  Tales  from  Shakespeare,  used  in  reading  and  literature. 

Books  are  taken  from  the  library  on  Friday  and  kept  two  weeks  if 
desired  so  long.  Reports  from  the  reading  are  received  in  any  of  the 
recitations  in  which  the  facts  learned  apply. 

The  librarian  watches  the  development  of  the  children’s  taste  for 
reading,  not  forcing  to  any  line  of  reading  but  directing  to  the  best  by 
suggestions  and  inducements.  The  books  that  children  read  when 
their  taste  for  literature  is  forming  constitute  one  of  the  chief  faccors 
in  character  building. 


